GETC-ABET Level 4 Examination Guidelines Draft Curriculum Statements... · Web viewEducators may...

GETC-ABET Level 4 ~ @ NQF Level 1 1 | P a g e

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

Examinations and Assessment Guidelines: TRVT4

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 Development

Adult Learning

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

1. One Official Language: 23 Credits2. Mathematical Literacy: 16 Credits OR3. Mathematics and Mathematical Sciences: 14 Credits NOT BOTH

CORE COMPONENT: COMPULSORY 32 CREDITS

1. Life Orientation: 32 Credits

ELECTIVES COMPONENT: OPTIONAL 49 OR 51 CREDITS Academic Learning Areas:

1. Human and Social Sciences: 23 Credits2. Natural Sciences: 15 Credits3. Economic and Management Sciences: 21 Credits4. Arts and Culture: 17 Credits 5. Technology: 11 Credits6. One Additional Official Language (Excluding the language chosen as a Fundamental): 23 Credits

Vocational Learning Areas:

7. Applied Agriculture and Agricultural Technology: 20 Credits



8. Ancillary Health Care: 45 Credits9. Small, Medium and Micro Enterprises: 17 Credits10. Travel and Tourism: 38 Credits11. Information Communication Technology: 23 Credits12. Early Childhood Development: 26 Credits13. Wholesale and Retail: 30 Credits

OPTION 1( 5 Learning Areas)

OPTION 2( 6 Learning Areas)

OPTION 3( 7 or more Learning Areas)

TWO Fundamentals ONE Core and TWO Electives

TWO FundamentalsONE Core andTHREE Electives

TWO Fundamentals ONE Core and 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 CREDITS12539 Identify career opportunities in different sectors of the tourism industry

412543 Identify key features of tourism in South Africa 412541 Understand the nature of tourists in and to South Africa 411333 Understand the tourism industry 511334 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 411337 Apply knowledge of the relationship between tourism and the community 5

TOTAL: 38

SAQA US ID US TITLE CREDITSGETC-ABET Level 4 ~ @ NQF Level 1 7 | P a g e


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 Discuss the different sectors in the tourism industry.

OUTCOME NOTES Discuss the different sectors in the tourism industry to demonstrate understanding of the functional areas within each sector.

OUTCOME RANGE For example: Accommodation sector (hotels, guest houses, B&Bs, camping sites, caravan sites, apartments, chalets); Transport/Carrier sector (air transport, sea transport, rail, coaches, car rental); Attractions sector (museums, art galleries, heritage sites, archaeological sites, theme parks, national parks, natural attractions); Travel organisers sector (tour operators, tour wholesalers, retail travel agents, conference and other events organisers, booking agencies, incentive travel organisers) Destination organisation sector (national tourism offices, regional/provincial tourist offices, local information bureaux, tourism associations) Support services sector, public and private (National tourist organisations, regional tourist organisations, public airports and ports; catering services, courier services, tourist guides, visa and passport offices, travel insurance companies, banks, travel trade press).

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes

SPECIFIC OUTCOME 2 Identify the sectors represented locally. OUTCOME NOTES Identify the sectors represented locally and select a minimum of two sectors to investigate career opportunities. ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed.

NB: at NQF Level 1 the learner`s ability to make decisions and act may be restricted by the workplace or learning environment. The aim of many of the standards at this level is to provide a foundation of learning to enable application at higher levels.

Demonstrated ability to make DECISIONS about practice and to ACT accordingly: 1. Sectors in the tourism industry are identified and the role of each sector is discussed. 2. Career paths in different local tourism sectors are explored. 3. Career opportunities within the local sectors are investigated and the skills and knowledge required to qualify for these opportunities are determined. 4. The relevance of the various tourism bodies/organisations is understood. 5. Interdependence of the various sectors in the tourism industry is understood. 6. Communication skills are utilised to research career opportunities.

Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE: 7. Reflect on own performance in order to enhance future practice and learning.

SPECIFIC OUTCOME 3 Demonstrate a thorough understanding of the skills and knowledge required.

OUTCOME NOTES Demonstrate a thorough understanding of the skills and knowledge required and the scope for further progress in a minimum of three identified career opportunities across the chosen sectors.ASSESSMENT CRITERIA




Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:

SPECIFIC OUTCOME 4 Investigate the organisations in the support services sector.

OUTCOME NOTES Investigate the organisations in the support services sector to identify the bodies representing the various sectors in the tourism industry. OUTCOME RANGE THETA-Tourism, Hospitality and Sport Education and Training Authority, South African Tourism, Provincial and regional Tourism Department. ASSESSMENT CRITERIA






are assessed.




When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the



As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

Please note: learners for this standard may be unemployed, self-employed or in full employment. Assessors must ensure that assessment methods are appropriate for the learner`s context.

The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. METHOD OF ASSESSMENT

Assessment should include practical demonstration of competence, either in the workplace or through work-related, out-of-classroom simulation.

A range of assessment methods should be used, including:

Simulation of a specific task - set a specific task for the learner to demonstrate in a simulated

7. Reflect on own performance in order to enhance future practice and learning.





The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

METHOD OF ASSESSMENT










A range of assessment methods should be used,



contexts in which learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.






Simulation of a specific task - set a specific task for the learner to demonstrate in a simulated 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

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)


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.





including:






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 CREDITS12543 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.


Examinations and Assessment Guidelines: TRVT4SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:

SPECIFIC OUTCOME 1 Explain the terms tourist, tourism and tourism product to demonstrate understanding of this concepts

OUTCOME RANGE For example: Definitions of a tourist according to- WTO (World Tourism Organisation) and DEAT (Department of Environmental affairs and tourism).

ASSESSMENT CRITERIA



Demonstrated ability to make DECISIONS about practice and to ACT accordingly: 1. The terms `tourist, tourism and tourism product` are discussed, and an agreed description is arrived at. 2. Different aspects of tourism are described. 3. The economic advantages of tourism are described. 4. The social advantages of tourism are described e.g. development of communities. 5. The disadvantages of tourism are

SPECIFIC OUTCOME 2 Collect information and report on the impact of tourism locally, provincially and nationally.

OUTCOME RANGE For example: Economic advantages at national, provincial and local levels. Social advantages national, provincial and local levels. Disadvantages such as harm to the environment, undermining of local culture.

ASSESSMENT CRITERIA



Demonstrated ability to make DECISIONS about practice and to ACT accordingly: 1. The terms `tourist, tourism and tourism product` are discussed, and an agreed description is arrived at. 2. Different aspects of tourism are described. 3. The economic advantages of tourism are described. 4. The social advantages of tourism are described e.g. development of communities. 5. The disadvantages of tourism are explored e.g. harm to the environment; undermining of local culture etc. Evidence of information collected and organised is shown. 6. Support systems for tourism are discussed and defined. 7. At least three tourism support systems, and their

SPECIFIC OUTCOME 3 List support systems needed for successful tourism. OUTCOME RANGE For example: Accommodation, transport, services.

ASSESSMENT CRITERIA



Demonstrated ability to make DECISIONS about practice and to ACT accordingly: 1. The terms `tourist, tourism and tourism product` are discussed, and an agreed description is arrived at. 2. Different aspects of tourism are described. 3. The economic advantages of tourism are described. 4. The social advantages of tourism are described e.g. development of communities. 5. The disadvantages of tourism are explored e.g. harm to the environment; undermining of local culture etc. Evidence of information collected and organised is shown. 6. Support systems for tourism are discussed and defined. 7. At least three tourism support systems, and their functions are discussed. 8. Examples of factors that affect sustainable tourism are listed and explored. 9. The purpose of the relevant tourism legislation is explored.

SPECIFIC OUTCOME 4 Identify factors that support sustainable tourism.

OUTCOME RANGE For example: Promotion of environmental conservation, cultural renewal, quality of skills, services and resources, accessibility.

ASSESSMENT CRITERIA


NB: at NQF Level 1 the learner`s ability to make decisions and act may be restricted by the workplace or learning environment. The aim of many of the standards at this level is to provide a foundation of learning to enable application at higher levels. Demonstrated ability to make DECISIONS about practice and to ACT accordingly: 1. The terms `tourist, tourism and tourism product` are discussed, and an agreed description is arrived at. 2. Different aspects of tourism are described. 3. The economic advantages of tourism are described. 4. The social advantages of tourism are described e.g. development of communities. 5. The disadvantages of tourism are explored e.g. harm to the environment; undermining of local culture etc. Evidence of information collected and organised is shown. 6. Support systems for tourism are discussed and defined. 7. At least three tourism support systems, and their functions are discussed. 8. Examples of factors that affect sustainable


Examinations and Assessment Guidelines: TRVT4explored e.g. harm to the environment; undermining of local culture etc. Evidence of information collected and organised is shown. 6. Support systems for tourism are discussed and defined. 7. At least three tourism support systems, and their functions are discussed. 8. Examples of factors that affect sustainable tourism are listed and explored. 9. The purpose of the relevant tourism legislation is explored.






functions are discussed. 8. Examples of factors that affect sustainable tourism are listed and explored. 9. The purpose of the relevant tourism legislation is explored.




As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. Please note: learners for this standard may be unemployed, self-employed or in full employment. Assessors must ensure that assessment methods are appropriate for the learner`s context.









The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.METHOD OF ASSESSMENT



Questioning (verbal or written) - ask relevant

tourism are listed and explored. 9. The purpose of the relevant tourism legislation is explored.








Assessment should include practical


Examinations and Assessment Guidelines: TRVT4The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.




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)


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



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.

questions linked to the unit standard Testimony - collect a portfolio of evidence from suitable people (e.g. reports from a third party)



demonstration of competence, either in the workplace or through work-related, out-of-classroom simulation.






Examinations and Assessment Guidelines: TRVT4at 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.




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 CREDITS12541 Understand the nature of tourists in and to South Africa 4


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.


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 OUTCOME 1 Identify reasons why tourists visit South Africa.

ASSESSMENT CRITERIA



Demonstrated ability to make DECISIONS about practice and to ACT accordingly: 1. The term `tourist` is discussed, and an agreed description is arrived at. 2. Reasons for visiting or touring SA are explained e.g. business, holiday, family entertainment, special interest (e.g. game reserves, adventure tours; backpacker). 3. A list of categories of tourists and their reasons for visiting is developed. 4. The nature of the experiences desired by different types of tourists is understood. 5. Comparisons between different kinds of needs for different kinds of tourists are made.

6. Attractions that are unique to Southern Africa are identified. 7. A list of categories of attractions is developed. 8. Tourist needs can be matched to tourist attractions. 9. Tourist type can be identified in a particular

SPECIFIC OUTCOME 2 Compare different categories of tourists. OUTCOME RANGE International, local, big budget, small budget, groups, individuals, experienced travellers. First time travellers.

ASSESSMENT CRITERIA



Demonstrated ability to make DECISIONS about practice and to ACT accordingly: 1. The term `tourist` is discussed, and an agreed description is arrived at. 2. Reasons for visiting or touring SA are explained e.g. business, holiday, family entertainment, special interest (e.g. game reserves, adventure tours; backpacker). 3. A list of categories of tourists and their reasons for visiting is developed. 4. The nature of the experiences desired by different types of tourists is understood. 5. Comparisons between different kinds of needs for different kinds of tourists are made. 6. Attractions that are unique to Southern Africa are identified. 7. A list of categories of attractions is developed. 8. Tourist needs can be matched to tourist attractions. 9. Tourist type can be identified in a particular

SPECIFIC OUTCOME 3 Compare different types of tourist attractions.

OUTCOME RANGE Cultural, natural, historical, local experience, luxury experience, entertainment, adventure.

ASSESSMENT CRITERIA



Demonstrated ability to make DECISIONS about practice and to ACT accordingly: 1. The term `tourist` is discussed, and an agreed description is arrived at. 2. Reasons for visiting or touring SA are explained e.g. business, holiday, family entertainment, special interest (e.g. game reserves, adventure tours; backpacker). 3. A list of categories of tourists and their reasons for visiting is developed. 4. The nature of the experiences desired by different types of tourists is understood. 5. Comparisons between different kinds of needs for different kinds of tourists are made. 6. Attractions that are unique to Southern Africa are identified. 7. A list of categories of attractions is developed. 8. Tourist needs can be matched to tourist attractions. 9. Tourist type can be identified in a particular context.

SPECIFIC OUTCOME 4 Apply understanding of tourist types and needs in order to suggest suitable attractions.

OUTCOME NOTES Apply understanding of tourist types and needs in order to suggest suitable attractions to meet specific tourist needs. ASSESSMENT CRITERIA



Demonstrated ability to make DECISIONS about practice and to ACT accordingly: 1. The term `tourist` is discussed, and an agreed description is arrived at. 2. Reasons for visiting or touring SA are explained e.g. business, holiday, family entertainment, special interest (e.g. game reserves, adventure tours; backpacker). 3. A list of categories of tourists and their reasons for visiting is developed. 4. The nature of the experiences desired by different types of tourists is understood. 5. Comparisons between different kinds of needs for different kinds of tourists are made. 6. Attractions that are unique to Southern Africa are identified. 7. A list of categories of attractions is developed. 8. Tourist needs can be matched to tourist attractions. 9. Tourist type can be identified in a particular context.


Examinations and Assessment Guidelines: TRVT4context. 10. Tourist needs can be identified in a particular context. 11. Suggestions can be made to enhance tourist experience in a particular context.







context. 10. Tourist needs can be identified in a particular context. 11. Suggestions can be made to enhance tourist experience in a particular context.








10. Tourist needs can be identified in a particular context. 11. Suggestions can be made to enhance tourist experience in a particular context.








Assessment should include practical demonstration of competence, either in the workplace or through work-related, out-of-

10. Tourist needs can be identified in a particular context. 11. Suggestions can be made to enhance tourist experience in a particular context.


When conducting cross-field outcomes and essential embedded knowledge.








Examinations and Assessment Guidelines: TRVT4METHOD OF ASSESSMENT



Direct observation - watch the learner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions Product sample - examine the outcomes previously produced by the learner Simulation of a specific task - set a specific task for the learner to demonstrate in a simulated 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)








classroom simulation.










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 CREDITS11333 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 OUTCOME 1 Give an integrated definition of tourism

OUTCOME NOTES Give an integrated definition of tourism, describe the different dimensions and the way it impacts on society.

OUTCOME RANGE The integrated definition of tourism from the World Tourism Organisation and/or the Department of Environmental Affairs and Tourism. Three (3) Dimensions - Social, Economic, Environmental Types of links: At least 3 examples should be given per dimension Impact on tourism in the local environment.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 1.Give a definition of tourism.

ASSESSMENT CRITERION 2 2.Explain the three major dimensions of tourism.

ASSESSMENT CRITERION 3 3.Identify the link between these dimensions (social, economic and environmental). ASSESSMENT CRITERION 4 4.Discuss the link between these dimensions. ASSESSMENT CRITERION 5 5.Illustrate the impact of these dimensions

SPECIFIC OUTCOME 2 Identify and explain the three sectors of the tourism industry and their interrelationship

OUTCOME RANGE Three sectors - Accommodation, Transport, Services

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 1.List the three sectors.

ASSESSMENT CRITERION 2 2.Classify local and national examples of enterprises from each sector.

ASSESSMENT CRITERION 3 3.Give an explanation of how interaction between these sectors impact on the delivery of tourism.

ASSESSMENT CRITERION 4 4.Explain the way sectors impact on the delivery of tourism in the local environment.

SPECIFIC OUTCOME 3 Identify the different types of tourists and explain their reasons for travel

OUTCOME RANGE Tourists can be identified from the following: Individual, mass individual, mass tourist, excursionist, wanderer, explorer, adventure At least three examples from national and local level Presentation of Reports in written, verbal or visual format.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 1. Identify the different types of tourists. ASSESSMENT CRITERION 2 2. List the interests of different types of tourists

ASSESSMENT CRITERION 3 3. Identify the expectations of different types of tourists ASSESSMENT CRITERION 4 4. Explain the reasons why tourists travel

SPECIFIC OUTCOME 4 Identify ways of accessing and using different sources of information to service the tourist

OUTCOME RANGE Structures such as tourism centres, tourism agencies, tourism consultants, kiosks, curios (Give at least three examples) Electronic, written and oral media e.g. Internet, Brochures, media, radio, videos, telephonic libraries, herbarium, information centres, give at least 5 examples Information can be collected into a portfolio of simulations.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 1. List different types of information services.

ASSESSMENT CRITERION 2 2. Identify and classify sources of information for tourists

ASSESSMENT CRITERION 3 3. Demonstrate ways in which identified information could be used to serve the interests expressed by tourists (See Specific outcome 3)




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 CREDITS11334 Select a career path with knowledge of the role-players in the tourism industry

and their functions 5


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 Identify the role-players in the tourism industry and their functions.

OUTCOME NOTES Identify the role-players in the tourism industry and their functions with reference to the world of work.

OUTCOME RANGE

A minimum of three of the following role-players: Department of Environmental Affairs and Tourism (DEAT) National and provincial, Tourism and Hospitality Education and Training Authority (THETA), SATOUR, ASATA, SADC, SA Tourism Institute, Tourism offices of national destinations, other local, provincial and national role-players.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1.Identify government, private and NGO`s that work in tourism nationally.

ASSESSMENT CRITERION 2 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.

SPECIFIC OUTCOME 2 List and select career opportunities and/or tourist ventures within the local environment.

OUTCOME RANGE

At least three of the following limited to those found in local environment: Tour operators, Travel agents, Guides, Information officers, Travel services, Hospitality services/industry, Transport services, Service sector, Learners themselves, Entrepreneurs.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 1. List possible career opportunities or tourist ventures. ASSESSMENT CRITERION 2 2. Research career opportunities and/or tourist ventures.

ASSESSMENT CRITERION 3 3. Select a viable career and/or tourist venture.



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 CREDITS11335 Apply knowledge to identify and promote tourist destinations and attractions

in South Africa 7


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.


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 OUTCOME 1 Locate oneself geographically within a local, provincial, national and global context.

OUTCOME RANGE Location of the local area on a map of the world, South Africa and the province. ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1.Indicate the local environment on a map of the province.

ASSESSMENT CRITERION 2 2. Indicate the local environment on a map of South Africa.

ASSESSMENT CRITERION 3 3. Indicate the local environment on a map of the World.

SPECIFIC OUTCOME 2 Use a range of maps effectively to facilitate tourism activities.

OUTCOME RANGE All geographic and political road maps, route maps, climatic maps and relief maps.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1. Give clear directions to tourists in the local environment.

ASSESSMENT CRITERION 2 2. Show the ability to indicate the location of local places of interest on a map.

ASSESSMENT CRITERION 3 3. Select a type of map appropriate for a specific purpose.

ASSESSMENT CRITERION 4 4. Plan a tour route using maps.

SPECIFIC OUTCOME 3 Identify and describe tourist destinations, attractions and events.

OUTCOME NOTES Identify and describe tourist destinations, attractions and events in the local, provincial and national environment.

OUTCOME RANGE 10 of local importance 5 of provincial importance 5 of national importance Specify 10 local and 5 each of provincial and national destinations, attractions and events.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1.List national, provincial and local destinations

ASSESSMENT CRITERION 2 2. Demonstrate the ability to evaluate the importance of these destinations.

ASSESSMENT CRITERION 3 3.Match destinations, attractions and events with tourist interest

SPECIFIC OUTCOME 4 Show the ability to match destinations, attractions and events with a tourist profile.

OUTCOME RANGE Only local environment

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1.Identify local destinations, attractions and events appropriate to a given tourist.

SPECIFIC OUTCOME 5 Design promotional materials for the local environment. OUTCOME RANGE Only local environment Examples of promotional tools include:

Brochure Card Poster Newspaper article Community radio Presentations ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1. Plan and select the appropriate marketing tool.ASSESSMENT CRITERION 2 2. Collate information on the local environment. ASSESSMENT CRITERION 3 3. Produce promotional materials.



UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS1. 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 CREDITS11336 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 OUTCOME 1 Greet and exchange basic personal information with a range of tourists.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1. Introduce him/herself to tourists.

ASSESSMENT CRITERION 2 2. Give basic personal information.

ASSESSMENT CRITERION 3 3. Listen and respond to personal information given by a tourist.

SPECIFIC OUTCOME 2 Describe the local community and places of interest to tourists. OUTCOME RANGE Information on local population A minimum of three places of interest (historical, cultural, religious, natural etc.) ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1.Research basic information on the different communities in your local environment. ASSESSMENT CRITERION 2 2.Discuss the community with tourists

ASSESSMENT CRITERION 3 3.Discuss safety awareness with tourists ASSESSMENT CRITERION 4 4.List places of interest

SPECIFIC OUTCOME 3 Demonstrate an awareness of the cultural diversity of tourists OUTCOME RANGE A minimum of three similarities and three differences such as food, type of clothing, ways of greeting, standing or sitting on arrival, eye contact, bringing food when visiting etc. ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1.Discuss cultural similarities between different tourists and the local community.

ASSESSMENT CRITERION 2 2.Discuss cultural difference between different tourists and the local community.





SAQA US ID US TITLE CREDITS11337 Apply knowledge of the relationship between tourism and the community 5


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.


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 OUTCOME 1Identify and explain the impact of tourism on the community.

OUTCOME RANGE At least one positive and negative impact from each of the following categories: Social, economic and environmental.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1.Identify and discuss the benefits of tourism

ASSESSMENT CRITERION 2 2.Identify and discuss the negative impact of tourism.

SPECIFIC OUTCOME 2 Identify the ways in which a community can promote tourism development .OUTCOME RANGE Oral presentations, media, information centres, collecting information on the attitudes of the local community towards tourism and raising awareness in the community around tourism, illustrate how the community can promote tourism awareness, research and discuss the safety of tourists in the community, research the possible tourism resources available to the community. Safety and security structures: Police, Community Forums, Neighbourhood watch Ways to improve safety and security measures by implementing some of the following measures: Report crime, vigilance. Membership to the structures listed in the range above.

Tourism resources

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1.List ways in which a community can promote tourism development. 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.

SPECIFIC OUTCOME 3 Plan, design and make an item to promote the local community.

OUTCOME RANGE Arts and crafts with the name of the place on it, for example: soap, ashtrays, scented candles with the town logo on, T-shirts, key rings etc.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1.Identify promotional items for the local market. ASSESSMENT CRITERION 2 2.Plan and design promotional items.

ASSESSMENT CRITERION 3 3.Make and display promotional items for the local tourism market.

SPECIFIC OUTCOME 4 Discuss the legal and ethical issues relating to tourism.

OUTCOME RANGE Main points in the White Paper on Sustainable Tourism Development, Charter of the rights and responsibilities of tourists and the community towards each other, possible offensive behaviour: Smoking, Sexist language, Swearing.

ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 1.Discuss the rights and responsibilities of the tourist and of the tourism worker ASSESSMENT CRITERION 2 2.List and explain the purpose of relevant tourism legislation. ASSESSMENT CRITERION 3 3.Develop a code of conduct for tourists and a code of conduct for the community.





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 All AC’s

5 50 HRS 13,16%



11334 Select a career path with knowledge of role players in the tourism industry and functions

SO1- 2All AC’s

5 50 HRS 13,16%

11335 Apply knowledge to identify and promote tourism destinations and attractions in South Africa.

SO1-5All AC’s

7 70 HRS 18,42%

11336 Interact appropriately with a range of tourists SO1-3All AC’s

4 10HRS 10,53%

11337 Apply knowledge of the relationship between tourism and the community.

SO1-4All AC’s

5 12 HRS 13,16%

12539 Identify career opportunities in different sections of the tourism industry.

SO1-4All AC’s

4 40 HRS 10,53%

12541 Understand the nature of tourist in and to South Africa

SO1-4All AC’s

4 40HRS 10,53%

12543 Identify key features of tourism in South Africa SO1-4All AC’s

4 40HRS 10,53%

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 product.

Learner must be able to define tourism, a tourist, tourism product and traveling.

To see the world as an interrelated 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 tourism..

Identify the link between concepts. Understand how one aspect of life can 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, destination organization and services sectors of tourism. Micro and macro services.

Learner must be able to identify all the sectors of tourism.

Awareness of one’s own environment.

Assessment Criteria 2. Classify local and national examples of enterprises from each sector.Accommodation; hotels, guest houses, lodges, Bed and Breakfast, motels, camp sites, caravan parks, hostels. 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)

Learner must be able to identify the examples of enterprises in the three sectors of tourism.

Entrepreneurship.

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, transport and services and also how each sector affects tourism.

Learners must be able to relate how each sector affects the others, positively and negatively.

Sustainability and understanding of how one aspect of life can relate and 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 tourism to exist in the local environment.

Learners must be able to explain the role and impact of the three sectors of tourism in the local environment.

Sustainability and understanding of how one aspect of life can relate and 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, wanderers, explorers, adventurers, business, sports, religious, educational, health, cultural, leisure, back packers.

Learners must be able to identify the different types of tourists.

Tolerance, diversity, respect.

Assessment Criteria 2. List the interests of different types of tourists.Individual, mass tourists, mass individual, excursionist, wanderers, explorers, adventurers, business, sports, religious, educational, health, cultural, leisure, back packers.

Learners must be able to list the interests of different types of tourists.

Tolerance, diversity, respect and dignity.

Assessment Criteria 3. Identify the expectations of different types of tourists.Individual, mass tourists, mass individual, excursionist, wanderers, explorers, adventurers, business, sports, religious, educational, health, cultural, leisure, back packers.

Learners must be able to identify the expectations of different types of tourists.

Tolerance, diversity, respect and dignity.

Assessment Criteria 4. Explain the reasons why tourists travel.Individual, mass tourists, mass individual, excursionist, wanderers, explorers, adventurers, business, sports, religious, educational, health, cultural, leisure, back packers.

Learners must be able to discuss and explain reasons why different types of tourists travel.

Diversity.

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 consultants, curio’s etc.

Learners must be able to list the different types of information services.

Globalization, knowledge acquisition and accessibility.

Assessment Criteria 2. Identify and classify sources of information for tourists.Electronic, written and oral media e.g. internet, brochures, television, newspapers, magazines, media, radio, videos, telephonic libraries, herbarium, information centers and word of mouth.

Learners must be able to identify and classify the sources of information to tourist.

Globalization, knowledge acquisition and accessibility.

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, television, newspapers, magazines, media, radio, videos, telephonic libraries, herbarium, information centers and word of mouth.

Learners must be able to use the identified information and select relevant package suitable for a particular tourist profile.

Acquisition of business skills and project management.

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 stakeholders locally, provincially, nationally.

Transparency, accountability and 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 function of each of the stakeholders.

Transparency, accountability and 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 relate and interact with local tourism.

Communication, cooperation, 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 players locally, provincially and nationally.

To see the world as an interrelated 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 and functions of local, provincial and national role-players.

To see the world as an interrelated system and how one aspect impacts on 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 Officers, hotel managers, barman, waiter/ waitress, chef, house keeper, receptionist, gardeners, security, porters, drivers, general workers.

Learners must be able to identify relevant stakeholders locally, provincially, nationally.

Entrepreneurship and empowerment.

Assessment Criteria 2. Research career opportunities and/or tourists ventures.Tour operators, Travel Agents, Tour Guides, Learners must be able to find information Entrepreneurship and



Information Officers, hotel managers, barman, waiter/ waitress, chef, house keeper, receptionist, gardeners, security, porters, drivers, general workers.

about the various career opportunities available in the tourism industry using different sources.

empowerment.

Assessment Criteria 3. Select a viable career and/or tourist ventures.Tour operators, Travel Agents, Tour Guides, Information Officers, hotel managers, barman, waiter/ waitress, chef, house keeper, receptionist, gardeners, security, porters, drivers, general workers.

Career selection. Career selection and entrepreneurship.

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 roads, towns, rivers, mountains, oceans.

Map reading and interpretation. Interest in the local environment.

Assessment Criteria 2. Indicate the local environment on a map of South Africa.A national map, the national capital cities, national roads, towns, rivers, mountains, oceans.

Map reading and interpretation. Interest in the national environment.

Assessment Criteria 3. Indicate the local environment on a map of the world.A global map, the national capital cities, national roads, towns, rivers, mountains, oceans.

Map reading and interpretation. Interest in the global environment.

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, towns, rivers, mountains, oceans. Cardinal points like east, west, south, north, up, down, left, right

Map reading and interpretation. Interest in the local environment.

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, towns, rivers, mountains, oceans. Local attractions, destinations and events

Map reading and interpretation. Interest in the national environment.

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 and a relief map.

Map reading and interpretation to suite a particular purpose.

Map reading and familiarity with environment.

Assessment Criteria 4. Plan a tour route using maps.A provincial or national map, the national capital cities, national roads, towns, rivers, mountains, oceans. Local attractions, destinations and events.

Map reading and interpretation, planning and organizing tours.

Career development.

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 events.

List. Appreciate local historical, social, religious and cultural values

Assessment Criteria 2. Demonstrate the ability to evaluate the importance of these destinations.National, provincial and local destinations, attractions and events.

Evaluation. Appreciate local historical, social, religious and cultural values



Assessment Criteria 3. Match destinations, attractions and events with tourist interest.National, provincial and local destinations, attractions and events.

Matching. Appreciate local historical, social, 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 events.

Identify. Appreciate local historical, social, 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 radio, presentations, television.

Marketing and promotion. Entrepreneurship, empowerment and self-management.

Assessment Criteria 2. Collate information on the local environment.Places of interest in the local community like churches, houses, rivers, mountains, monuments, buildings, traditions, cultural activities, etc.

Research. Self management

Assessment Criteria 3. Produce promotional materials.Different materials that can be used to promote the local environment like T-shirts, ashtrays, flags, wooden animals, clay material, caps, earrings, bangles, etc.

Designing and production. Entrepreneurship and skills acquisition.

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, age, religion, culture etc.

Communication and interaction Develop interest and respect to different cultures

Assessment Criteria 3. Listen and respond to personal information given by a tourist.Name, surname, gender, marital status, employment status, age, religion, culture etc.

Communication and interaction. Develop interest and respect to 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, society.

Identify the positive impact of tourism. Awareness of the impact our actions have on the environment.

Assessment Criteria 2. Identify and discuss the negative impact of tourism,Negative impact of tourism on the environment, economy, and society.

Identify the negative impact of tourism. Awareness of the impact our actions 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 tourism, such as T-shirts, cap, clay products, wooden products, etc.

Using hands and tools to produce items, promotion and marketing.

Awareness of ethical issues, entrepreneurship.

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 with crime like reporting crime, vigilance, forming Community Policing Forums, Neighborhood Watch, etc.

Planning and organizing, community participation.

Safety and security awareness, responsibility, caring, and citizenship.

Assessment Criteria 3. Research the community’s attitude towards tourism development.Research methods, tools and instruments. Community’s feelings, perception and belief towards tourism.

Research. Diversity, and similarities.

Assessment Criteria 4. Identify the factors that are a threat to promoting tourism.Safety and security, pollution, crime, negative attitudes, xenophobia, racism, poor infrastructure.

Analyzing community developments. Conservation, accountability, cleanliness, and sustainability.

Specific Outcome 3: Plan, design and make an item to promote the local communityNotes 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 the Rights and responsibilities of tourists and the community

Discuss or relate. Human dignity , respect and tolerance



towards each other.Assessment Criteria 2. List and explain the purpose of relevant tourism legislation.White Paper on Sustainable Tourism Development , Charter of the Rights and responsibilities of tourists and the community towards each other.

List and explain or relate. The legal framework, guidance, citizenship.

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:



Specific Outcome 3: Demonstrate a thorough understanding of the skills and knowledge requiredNotes 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.


Specific Outcome 4: Investigate the organizations in the support services sector.Notes to educators:



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:



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, individuals, experienced and first time travelers.

Comparison and analytical. Diversity, similarities, and globalization.

Specific Outcome 3: Compare different types of tourists attractions.Notes to educators:



Specific Outcome 4: Apply understanding of tourist types and needs in order to suggest suitable attractions.Notes to educators:



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:



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.


Specific Outcome 3. List support systems needed for successful tourism.Notes to educators.



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 renewal, quality of skills, services and resources and accessibility.

Environmental conservation, and sustainability.

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/Level of Complexity

Description Examples of questions Weighting

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 organisation of information)

e.g. Summarise the main ideas…; State the differences/ similarities…

30%3 Inference (engagement with

information in terms of personal experience)

e.g. Explain the main idea…; What is the writer’s intention…; What, do you think, will be…

4 Evaluation (judgments concerning the value or worth)

e.g. Do you think that…; Discuss critically (incl. 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

1 Test 119635119631119640

General aim of this task is to prepare learners for the nature and format of the summative assessment question paper. This task presents Educators with the opportunity to practice those

skills required by the exam 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.

2 Assignment 119636119640119631

This task consists of a number of writing activities, including CV, agenda & minutes, reports, advertisements, diary entries, etc.

Learners will be expected to complete between 3—5 activities for this task.

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.

3 Oral Presentation

119635This task is about engaging learners in a range of speaking/signing/listening interactions for a 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

4 Investigation119631119635119636119640

Learners will be allowed to complete this task on their own at home Learners are expected to be able to conduct interviews and to capture

that information into a presentation report. 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.

5 Project119631119635119636

If at all possible and practical, educators could prepare learners for this task with a smaller-scale class exercise of similar kind, instead of repeating the full extent of the 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: EnglishLearning Area Code: LCEN4

Year: 2009

Assessment Tasks 1 2 3 4 5

Form(s) of assessment

Test Assignment Project Oral Presentation

Investigation

US, SOs and AC

119640 SO 3 AC 1-6SO 4 AC 1 -4; 5; 7SO 5 AC 4; 5

119636 SO 1 AC 1-4

119631SO 1 AC 4

119641 SO 3 AC 1, 2, 3, 5

119640 SO 1 AC 1-8SO 2 AC 1-6SO 4 AC 1-6SO 5 AC 3

119636 SO 2 AC 3; 4; 6

119631 SO 1 AC 1-3 SO 2 AC 1; 2; 4; 6 SO 3 AC 1; 2; 5; 6 SO 4 AC 1-5SO 5 AC 1-4 119635 SO 1 AC3; 5SO 2 AC1, 2SO 6 AC1, 2

119636 SO 1 AC 1-4 SO 2 AC 1-6 SO 3 AC 1-6 SO 4 AC 1-4

119631 SO 1 AC 1-3SO 2 AC 1; 2;3; 4; 6 SO 3 AC 1; 2; 5SO 4 AC 1-5SO 5 AC 1-4

119635 SO 1 AC 1-6SO 2 AC 1-6SO 3 AC 1-5SO 4 AC 1-7SO 5 AC 1-5SO 6 AC 1-6

119635 SO 1 AC 1-5SO 2 AC 1-6SO 5 AC 1-6

119636 SO 1 AC 1-4SO 2 AC 1-6SO 3 AC 1-6 SO 4 AC 1-4 119631 SO 1 AC 1-3 SO 2 AC 1 --7SO 3 AC 1; 2; 3, 5; 6 SO 4 AC 1-5 SO 5 AC 1-5



Tools of Assessment

MarkingMemorandum

Rubric & Marking Memorandum

RubricChecklist

Rubric Rubric

Dates to be completed

8.2 EXEMPLAR SBA TASKS

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.

ABCD

CrocodileSnakeLeopardDog (1)

1.2 It is the fastest type of transport.

ABCD

BoatTrainCarAirplane (1)

1.3 It is a service used by tourists to cover themselves against any financial or material losses.

ABCD

TransportBankingInsurancePassport (1)



1.4 You prepare your own food in this type of accommodation.

ABCD

HotelSelf-cateringGuesthouseB&B (1)

1.5 It is the cheapest form of accommodation in comparison with others.

ABCD

HotelGuesthouseHostelB&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 B3.1 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.

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 Hospitality Education and Training Authority. ✓✓

(2)

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. 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. ✓✓✓✓✓✓✓✓✓✓

(10)

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 marks1.1 Indication of the name of the

tourist attraction and its location.

The learner did not indicate the name and area of the attraction.

Only the name or the location of the attraction was indicated.

Both the name and location of attraction were indicated.

1.2 Indication of two types of tourists that visit the attraction.

The learner did not indicate the types of tourists who visit the attraction.

Only one correct type of tourist was mentioned.

Two correct types of tourists who visit the identified attraction were indicated.

No. Criteria 0 mark 2 marks 4 marks1.3 Indication of the two reasons

why tourists like to visit the attraction.

The learner did not indicate any reason why tourists like to visit the attraction.

Only one correct reason why tourists like to visit the attraction was indicated.

Two correct reasons why tourists like to visit the attraction were indicated.

No. Criteria. 1 mark 2 marks 3 marks1.4 (a) Identification of ANY three

career opportunities available for people in the attraction.

The learner identified only one career opportunity available.

The learner identified only two career opportunities available.

The learner identified all three career opportunities available.

No. Criteria 1 mark 2 marks 3 marks(b) Explanation of the work in those three career opportunities available for people in the tourist attraction .

The learner explained the work of only one career opportunity available.

The learner explained the work of only two career opportunities available.

The learner explained the work of all three career opportunities available.


No. Criteria 0 mark 1 mark 2 marks2.1 Indication of the name of the

tourist destination and its location.

The learner did not indicate the name and location of the destination.

Only the name or the location of the destination was indicated.

Both the name and location of destination were indicated.

2.2 Indication of two types of the tourists that visit the destination.

The learner did not indicate any types of tourists who visit the destination.


Two correct types of tourists who visit the identified destination were indicated.

No. Criteria 0 mark 2 marks 4 marks



2.3 Indication of two reasons why tourists like to visit the destination.

The learner did not indicate any reason why tourists like to visit the destination.

Only one correct reason why tourists like to visit the destination was indicated.

Two correct reasons why tourists like to visit the destination were indicated.

No. Criteria 1 mark 2 marks 3 marks2.4 (a) Identification of three career

opportunities available for people in the destination indicated.


The learner identified only two career opportunities available.


(b) Explanation of the work of the three career opportunities available for people in the destination indicated.



The learner explained the work of all three career opportunities available.


No. Criteria. 0 mark 1 mark 2 marks3.1 Indication of the name of the

tourist event and its location.The learner did not indicate the name and location of the event.

Only the name or the location of the event was indicated.

Both the name and location of the event were indicated.

3.2 Indication of the types of the tourists that attend the event.

The learner did not indicate the types of tourists who attend the event.


Two correct types of tourists who attend the identified event were indicated.

No. Criteria. 0 mark 2 marks 4 marks3.3 Indication of two reasons why

tourists like to attend the event.The learner did not indicate any reason why tourists like to attend the event.

Only one correct reason why tourists like to attend the event was indicated.

Two correct reasons why tourists like to attend the event were indicated.

No. Criteria. 1 mark 2 marks 3 marks3.4 (a). Identification of the three

career opportunities available for people in the event.


The learner only identified two career opportunities available.


(b). Explanation of the work of three career opportunities available for people in the attraction.



The learner explained all three career opportunities available.

TOTAL: [50]

RUBRIC FOR MARKING THE TWO PICTURES

CRITERIA 1 mark 2 marks 3 marks 4 marksCorrectness and clarity of the picture of the tourist attraction.

The picture submitted is not of a tourist attraction. In other words, it is a wrong picture.

A correct picture of a tourist attraction was submitted but it is not clear and clean.

A correct picture of a tourist attraction was submitted. The picture is clean and clear but it does not show any tourists within the attraction.

A correct picture of a tourist attraction was submitted. The picture is clean and clear and it shows tourists within the attraction.

Correctness and clarity of the picture of the tourist destination.

The picture submitted is not of a tourist destination. In other words, it is a wrong

A correct picture of a tourist destination was submitted but it is not clear and clean.

A correct picture of a tourist destination was submitted. The picture is clean and

A correct picture of a tourist destination was submitted. The picture is clean and clear, and it shows tourists



picture. clear but it does not show any tourists within the 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 MARKSInformation on general safety.

The information given was insufficient.

Only 1 or 2 safety tips were given.

Between four and five safety tips were given.

10 Safety tips were given.

Contact details No contact details were given.

The contact details of only one relevant organisation were given.

Contact details of most of the relevant people were given.

Contact details of the police, community based organisation. Ambulance services and general emergency services were given.

Information on safety at night and on the road

No specific information given in safety at night and on the road.

1 or 2 tips were given for safety at night and on the road.

Between 3 and 4 tips were given for safety at night and on the road.

5 tips were given for each of safety at night and on the road.

Use of colour, pictures and illustrations.

No colours, pictures and illustrations used.

1 or 2 colours, pictures and illustrations used.

4 to 5 colours, pictures and illustrations.

Many colours, pictures and illustrations used.

Neatness and correctness

Poster is not neat with many mistakes.

Poster is fairly neat with some mistakes.

Poster is acceptable with few mistakes.

Poster is very neat with no 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 COMMENTASSESSMENT TASK: INVESTIGATIONGATHERING 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 1-3Selection of information

Learner is able to select and gather relevant information which shows a great deal of accuracy and relevance

Learner is able to select and gather information which shows accuracy and relevance

Learner is able to select and gather information which shows limited accuracy and relevance

Information is inaccurate and irrelevant and does not refer to the topic

9-10 7-8 4-6 1-3Planning and use of information (Identify the links)

Evidence of proper planning with excellent use of information. distinctively.

Evidence of good planning with reasonable use of information.

Little evidence of planning with little information.

No evidence of planning with wrong use of information.

9-10 7-8 4-6 1-3Addressing the key questions: Explanation, Discussion, NegativeImpact and advantages.Social and Economic impact

All the key questions have been referred to and thoroughly answered

All the key questions have been referred to and answered to a great extend.

Only certain key questions have been referred to and answered.

An attempt to refer and answer one of the key questions.

9-10 7-8 4-6 1-3Attitudes/knowledge Learner is confident and

shows very good understanding of information gathered

Learner is confident but not showing good understanding of information.

An attempt from learner to be confident.

Learner shows negative attitude towards entire activity.

9-10 7-8 4-6 1-3Presentation Learners’ presentation is

properly inserted in a nice folder/file with name of the learner on the cover.

Learners’ presentation is submitted in a folder with name of learner on a cover.

Learner is submitting incomplete activity.

Learner is not able to present the activity.

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


Examinations and Assessment Guidelines: TRVT4RUBRIC FOR MARKING THE ROLE-PLAY

CRITERIA 1 - 3 4 - 6 7- 8 9 -10 MARKSPlanning of the role play. Collection of information.

No evidence of planning, just a little of information was collected.

The information was collected but not relevant to the activity.

The collection of information is there but not enough to cover the scope of activity.

All the necessary information was collected and arranged in a very excellent order.

Written presentation

The dialogue was poorly written and the information was not correct.

There are few errors in the written presentation and no coherence of facts.

The written presentation is correct and relevant to the activity instruction.

Very creative and valid presentation was written.

Practical presentation: audible and confident:

Totally not audible or showing confidence in his/her role plays presentation.

One could hear some of the words, with a little bit of confidence.

The seller is clear and can be heard by everyone in a classroom. He/She shows confidence in presentation of role play.

Seller is extremely good i.e. audibility and confidence. Everyone in a class shows interest in the role-play.

Presentation: audibility,Confidence: Tourists

The tourist not audible or showing confidence in his/her role play presentation.

The class could hear some of the words, with a little bit of confidence.

The tourist is clear and can be heard by everyone in a class everyone in a classroom. She/he shows confidence in role-play.

The tourist is extremely good i.e. audibility and confidence. Everyone in class shows interest in the role-play.

Content The seller did not give any safety tips or places of interest to tourists. Tourist also did not show any interest in knowing about the area.

The seller gave tourists only a few safety tips and mentioned some places of interest. The tourist was happy about that.

The seller was able to give tourists most safety tips, and many places of interest, but not all. The tourists responded in positively.

The learner gave the tourists all the necessary safety tips and information on all the 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 5Q 2 True or False 5Q 3 Matching Type 10Q 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. 15Q 6 Short Questions on graph work, case study, cartoons, pictures etc 15Q 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

ALLOCATIONQ 8 Essay questions 30Q 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.

GENERAL EDUCATION AND TRAINING CERTIFICATE

NQF LEVEL 1

ABET LEVEL 4 SUMMATIVE ASSESSMENT

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.

ABCD

nationalinternationalout-boundlocal (1)

1.2 This organization is one of the role players in tourism.

AB

SACPASATA


LEARNING AREA: TRAVEL AND TOURISM

CODE: TRVT4

DATE: OCTOBER 2008

TIME: 3 HOURS

MARKS: 100


CD

SADTUSAFA (1)

1.3 It is one of the careers in the accommodation sector.

ABCD

FarmingPilotDriverHotelkeeper (1)

1.4 It is the national flower of South Africa.

ABCD

RoseLillyProteaSunflower (1)

1.5 You are a tourist if you...

ABCD

visit your friend in the next street.visit your uncle in America for ten days.visit the local library with a group of learners from your school.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



3.13.23.33.43.53.63.73.83.93.10

It is a city on the border with Zimbabwe It is one of the reasons why tourists visit South AfricaIt is the tallest animal in the worldIt is a career in the services sectorIt is the fastest animal in the worldIt is the capital city of the North West ProvinceIt is the busiest harbour in South AfricaIt is one of the role players in tourismIt is the country that is found to the North East of South Africa It is one of the dimensions of tourism

ABCDEFGHI

KL

MmabathoGiraffeSATIMusinaThe sunny weatherEconomicMozambiqueDurbanCheetahTravel AgentSwazilandDollar [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:

STATIONTIME OF

DEPARTURETIME OF ARRIVAL

KILOMETRES COST

1. Giyani – Nelspruit 01:00 02:00 320 R330.002. Nelspruit – Johannesburg 02:30 03:30 310 R310.003. Johannesburg– Rustenburg 04:00 04:50 285 R285.004. Rustenburg – Kimberley 05:10 06:00 337 R337.005. Kimberley – Mangaung 06:20 07:00 280 R280.006. Mangaung– Ulundi 07:20 08:00 199 R199.007. Ulundi – Umtata 06:20 09:00 396 R 23.008. 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)

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.



(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 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)

7.2.4 Which year shows the second largest number of tourists visiting the country? (1) [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

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)


2

1

WESTERN

CAPE

4

FREE STATE

NORTH

WEST

3

MPUMALANGAA

KWA-ZULUNATAL

67

5

NAMIBIA

BOTSWANA


[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 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 asIn 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 11333; SO ✓4

(1)

7.2.4 2015. ID 11333; SO 4✓ (1)[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

✓✓✓✓✓✓✓✓✓✓✓✓(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 unambiguousAssessment criteria are strictly adhered toMarking 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 candidatesCovers different cognitive levelsNature 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 (WHO)

Forms (WHAT)

Instruments/Tools (HOW)

Purposes (WHY)

Educator assessment,Self-assessment,Peer-assessment andGroup-assessment.

Tests, Drawings,Paintings, Graphs,Physical activities, Projects,Demonstrations,Poems, Dramas, Role-plays, Stories,Songs/music,Oral presentations,Written presentations,Worksheets,Questionnaires,Cassettes, Posters,

Assessment grids,Rubrics,Memoranda andObservation sheets.

Baseline,Diagnostic,Formative,Summative andSystemic.

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.


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