National Curriculum Statement (NCS) - Curriculum and Assessment Policy Statement - Further Education and Training Phase - Department of Basic ...
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National Curriculum Statement (NCS)
Curriculum and Assessment
Policy Statement
TOURISM
Further Education and Training Phase
Grades 10-12
Curriculum and Assessment Policy Statement
Grades 10-12
TOURISMTOURISM GRADES 10-12
Department of Basic Education
222 Struben Street
Private Bag X895
Pretoria 0001
South Africa
Tel: +27 12 357 3000
Fax: +27 12 323 0601
120 Plein Street Private Bag X9023
Cape Town 8000
South Africa
Tel: +27 21 465 1701
Fax: +27 21 461 8110
Website: http://www.education.gov.za
© 2011 Department of Basic Education
Isbn: 978-1-4315-0575-3
Design and Layout by: Ndabase Printing Solution
Printed by: Government Printing Works
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TOURISM GRADES 10-12
FOREWORD by thE ministER
Our national curriculum is the culmination of our efforts over a period of seventeen
years to transform the curriculum bequeathed to us by apartheid. From the start of
democracy we have built our curriculum on the values that inspired our Constitution
(Act 108 of 1996). the Preamble to the Constitution states that the aims of the
Constitution are to:
• heal the divisions of the past and establish a society based on democratic
values, social justice and fundamental human rights;
• improve the quality of life of all citizens and free the potential of each person;
• lay the foundations for a democratic and open society in which government is
based on the will of the people and every citizen is equally protected by law;
and
• build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of
nations.
Education and the curriculum have an important role to play in realising these aims.
in 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience
of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum
Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002).
Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National
Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document.
From 2012 the two national Curriculum statements, for Grades R-9 and Grades 10-12 respectively, are combined
in a single document and will simply be known as the National Curriculum Statement Grades R-12. the National
Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide
clearer specification of what is to be taught and learnt on a term-by-term basis.
the National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in south
African schools and comprises of the following:
(a) Curriculum and Assessment Policy statements (CAPs) for all approved subjects listed in this document;
(b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement
Grades R-12; and
(c) National Protocol for Assessment Grades R-12.
MRS ANGIE MOTSHEKGA, MP
MINISTER OF BASIC EDUCATION
CAPSTOURISM GRADES 10-12
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TOURISM GRADES 10-12
Contents
SECTION 1: INTRODUCTION TO THE Curriculum and Assessment Policy Statement for
TOURISM gradeS 10-12......................................................................................................................... 3
1.1 Background...................................................................................................................................... 3
1.2 Overview........................................................................................................................................... 3
1.3 General aims of the South African Curriculum............................................................................................. 4
1.4 Time allocation................................................................................................................................................. 6
1.4.1 Foundation Phase.................................................................................................................................... 6
1.4.2 Intermediate Phase.................................................................................................................................. 6
1.4.3 Senior Phase........................................................................................................................................... 7
1.4.4 Grades 10-12........................................................................................................................................... 7
SECTION 2................................................................................................................................................. 8
2.1 The subject Tourism........................................................................................................................................ 8
2.2 Specific aims of Tourism................................................................................................................................. 8
2.3 Time allocation for the subject Tourism in the curriculum.......................................................................... 9
2.4 Requirements to offer the subject Tourism................................................................................................... 9
2.4.1 What each learner should have............................................................................................................... 9
2.4.2 Recommendations for the teacher........................................................................................................... 9
2.4.3 Recommendations for the Tourism classroom......................................................................................... 9
SECTION 3............................................................................................................................................... 10
3.1 Overview of topics......................................................................................................................................... 10
3.2 Teaching plans............................................................................................................................................... 12
SECTION 4............................................................................................................................................... 38
4.1 Assessment in Tourism................................................................................................................................. 38
4.2 Informal assessment..................................................................................................................................... 38
4.3 Formal assessment........................................................................................................................................ 38
4.4 Types of assessment..................................................................................................................................... 39
4.4.1 Projects and field trip assignments........................................................................................................ 39
4.4.2 Tests....................................................................................................................................................... 40
4.4.3 Examinations......................................................................................................................................... 41
4.4.4 Practical assessment task (PAT)............................................................................................................ 41
CAPS 1TOURISM GRADES 10-12
4.5 Recording and reporting............................................................................................................................... 41
4.6 Promotion....................................................................................................................................................... 42
4.7 Moderation of assessment............................................................................................................................ 42
2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TOURISM GRADES 10-12
sECTION 1
INTRODUCTION TO THE Curriculum and Assessment Policy StatementS for TOURISM
gradeS 10-12
1.1 Background
The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the
schooling sector.
To improve implementation, the National Curriculum Statement was amended, with the amendments coming into
effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for
each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines
in Grades R-12.
1.2 Overview
(a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning
and teaching in South African schools and comprises the following:
(i) Curriculum and Assessment Policy Statements for each approved school subject;
(ii) The policy document, National policy pertaining to the programme and promotion requirements of the
National Curriculum Statement Grades R-12; and
(iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012).
(b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula
statements, namely the
(i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002,
and
(ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and
No. 27594 of 17 May 2005.
(c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy
documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January
2012) during the period 2012-2014:
(i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment
Guidelines for Grades R-9 and Grades 10-12;
(ii) The policy document, National Policy on assessment and qualifications for schools in the General
Education and Training Band d, promulgated in Government Notice No. 124 in Government Gazette
No. 29626 of 12 February 2007;
(iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National
Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005;
CAPS 3TOURISM GRADES 10-12
(iv) The policy document, An addendum to the policy document, the National Senior Certificate: A
qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special
needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy
document, National policy pertaining to the programme and promotion requirements of the National
Curriculum Statement Grades R-12; and
(v) The policy document, An addendum to the policy document, the National Senior Certificate: A
qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol
for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette
No. 29467 of 11 December 2006.=
(d) The policy document, National policy pertaining to the programme and promotion requirements of the
National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as
contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National
Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act,
1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes
and standards, as well as the processes and procedures for the assessment of learner achievement to be
applicable to public and independent schools.
1.3 General aims of the South African Curriculum
(a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth
learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge
and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in
local contexts, while being sensitive to global imperatives.
(b) The National Curriculum Statement Grades R-12 serves the purposes of:
• equipping learners, irrespective of their socio-economic background, race, gender, physical ability or
intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful
participation in society as citizens of a free country;
• providing access to higher education;
• facilitating the transition of learners from education institutions to the workplace; and
• providing employers with a sufficient profile of a learner’s competences.
(c) The National Curriculum Statement Grades R-12 is based on the following principles:
• Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal
educational opportunities are provided for all sections of the population;
• Active and critical learning: encouraging an active and critical approach to learning, rather than rote and
uncritical learning of given truths;
• High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each
grade are specified and set high, achievable standards in all subjects;
• Progression: content and context of each grade shows progression from simple to complex;
4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TOURISM GRADES 10-12
• Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and
environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The
National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality,
race, gender, language, age, disability and other factors;
• Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as
important contributors to nurturing the values contained in the Constitution; and
• Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to
those of other countries.
(d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to:
• identify and solve problems and make decisions using critical and creative thinking;
• work effectively as individuals and with others as members of a team;
• organise and manage themselves and their activities responsibly and effectively;
• collect, analyse, organise and critically evaluate information;
• communicate effectively using visual, symbolic and/or language skills in various modes;
• use science and technology effectively and critically showing responsibility towards the environment and
the health of others; and
• demonstrate an understanding of the world as a set of related systems by recognising that problem solving
contexts do not exist in isolation.
(e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can
only happen if all teachers have a sound understanding of how to recognise and address barriers to learning,
and how to plan for diversity.
The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support
structures within the school community, including teachers, District-Based Support Teams, Institutional-Level
Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom,
teachers should use various curriculum differentiation strategies such as those included in the Department of
Basic Education’s Guidelines for Inclusive Teaching and Learning (2010).
CAPS 5TOURISM GRADES 10-12
1.4 Time Allocation
1.4.1 Foundation Phase
(a) The instructional time in the Foundation Phase is as follows:
GRADE R GRADES 1-2 GRADE 3
SUBJECT
(HOURS) (HOURS) (HOURS)
Home Language 10 8/7 8/7
First Additional Language 2/3 3/4
Mathematics 7 7 7
Life Skills 6 6 7
• Beginning Knowledge (1) (1) (2)
• Creative Arts
(2) (2) (2)
• Physical Education
(2) (2) (2)
• Personal and Social Well-being
(1) (1) (1)
TOTAL 23 23 25
(b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours.
(c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a
minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for
Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated
for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language.
(d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R-2 and 2 hours as indicated by the hours in
brackets for Grade 3.
1.4.2 Intermediate Phase
(a) The instructional time in the Intermediate Phase is as follows:
SUBJECT HOURS
Home Language 6
First Additional Language 5
Mathematics 6
Natural Sciences and Technology 3,5
Social Sciences 3
Life Skills 4
• Creative Arts (1,5)
• Physical Education
(1)
• Personal and Social Well-being
(1,5)
TOTAL 27,5
6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TOURISM GRADES 10-12
1.4.3 Senior Phase
(a) The instructional time in the Senior Phase is as follows:
SUBJECT HOURS
Home Language 5
First Additional Language 4
Mathematics 4,5
Natural Sciences 3
Social Sciences 3
Technology 2
Economic Management Sciences 2
Life Orientation 2
Creative Arts 2
TOTAL 27,5
1.4.4 Grades 10-12
(a) The instructional time in Grades 10-12 is as follows:
Subject Time allocation per week (hours)
Home Language 4.5
First Additional Language 4.5
Mathematics 4.5
Life Orientation 2
minimum of any three subjects selected from Group B
A 12 (3x4h)
Annexure B, Tables B1-B8 of the policy document, National policy
pertaining to the programme and promotion requirements of the
National Curriculum Statement Grades R-12, subject to the provi-
sos stipulated in paragraph 28 of the said policy document.
TOTAL 27,5
The allocated time per week may be utilised only for the minimum required NCS subjects as specified above,
and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish
to offer additional subjects, additional time must be allocated for the offering of these subjects.
CAPS 7TOURISM GRADES 10-12
SECTION 2
2.1 The subject Tourism
Tourism is the study of the activities, services and industries that deliver a travel experience to groups or individuals.
It is the study of the expectations and behaviour of tourists, and the economic, social and environmental impact of
tourism on South Africa
The table below indicates the main topics in the Tourism curriculum:
1 Tourism sectors
2 Map work and tour planning
3 Tourism attractions
4 Sustainable and responsible tourism
5 Domestic, regional and international tourism
(in and out of South Africa)
6 Culture and heritage tourism
7 Foreign exchange
8 Communication and customer care
9 Marketing
2.2 Specific aims of Tourism
In the subject Tourism learners will study
• different types of tourists and the purpose of their travelling;
• the different tourism sectors, with special reference to transport, hospitality, travel organising and support
services, and the attraction sector;
• map work;
• foreign exchange concepts and the buying power of different foreign currencies;
• the influence of world time zones on travel;
• South Africa and the SADC countries as tourism destinations;
• world famous icons and World Heritage Sites;
• sustainable and responsible tourism;
• marketing of tourism products;
• technology in tourism;
• customer care and the value of service excellence; and
• tour planning.
8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TOURISM GRADES 10-12
2.3 Time allocation for the subject Tourism in the curriculum
The compulsory teaching time for Tourism is four hours per week. As this subject involves practical work which makes
up 25% of the end-of-year promotion or certification mark, the timetable should make provision for one double period
of 80 – 90 minutes per week during which learners can do practical work.
2.4 Requirements to offer the subject Tourism
2.4.1 What each learner should have
• a textbook
• Grade 10: a good quality colour road map of South Africa, indicating cities, towns, airports, harbours, etc. A
map of the local area or city is recommended.
• Grade 11: a good quality colour map of the SADC countries, indicating cities, towns, airports, harbours, etc.
• Grade 12: a political map of the world and a time zone map with the major cities of the world
• access to the White Paper on the Promotion and Development of Tourism in South Africa (1996) and the latest
version of the Tourism Growth Strategy,
• access to a variety of tourism magazines, brochures, tourist maps and advertising booklets such as hotel
brochures, booklets and maps of South Africa’s National Parks (SANParks)
It is recommended that the school subscribe to at least one tourism industry magazine and /or travel magazine, to
keep the teacher informed about new developments and the latest trends in the tourism industry. These resources
must be available in the classroom and not in the library. These magazines can also be accessed and read on the
internet.
2.4.2 Recommendations for the teacher
The teacher should have access to e-mail facilities and the internet. Because tourism is a dynamic industry with
changing trends and developments, it is essential for the teacher to source, download and print relevant and new
information, such as flight schedules, car-hire packages, tour packages, etc.
2.4.3 Recommendations for the Tourism classroom
A school should have a permanent classroom for tourism, not shared with other teachers.
It is recommended that the Tourism classroom
• has a magazine or brochure stand, shelving or similar facilities for storage or displays;
• has a political globe of the world to facilitate teaching of topics such as time zones and tourist attractions; and
• be equipped with audio-visual equipment such as a laptop, data projector and DVD player to view subject-
related DVDs.
The Tourism classroom should be secure, with doors that can be locked, and burglar-proofing where possible.
Enough cupboards should be available for safe storage of resources.
CAPS 9TOURISM GRADES 10-12
SECTION 3
3.1 Overview of topics
For detailed information, refer to the annual teaching plans.
Topic Grade 10 Grade 11 Grade 12
Tourism sectors Introduction to Tourism Transport services in South • Professional image of staff in
Africa the tourism industry
• Types of tourists and tourist
profiles • Airports, airlines and airport • Conditions of employment
operations; technology at
• The different modes of • Contract of employment
airports to facilitate travel
transport
• Purpose and value of a code
• Tourism bus industry
• Accommodation of conduct
establishments: facilities and • Tourism train industry
services offered by each type;
• Luxury cruise liner industry
the South African grading
system • Car rental
• Food and beverage Job and career opportunities in
establishments the tourism industry
• The attraction sector • Requirements and inherent
qualities needed to work in
• Structure of the South African
the tourism industry
tourism industry
• Entrepreneurial
opportunities
Map work and • Map terminology and symbols Tour itinerary • Location of world-famous
tour planning icons on a colour map of the
• Types of maps • Concepts: itinerary, logical
world
tour planning, scheduled
• Location of South Africa’s
tours • Tour plans and route
borders, provinces, etc. on a
planning
colour map. • Factors to consider when
planning an itinerary • Compiling a day-by-day
• Location of South Africa
itinerary
and the SADC countries, • Different types of itineraries
continents, oceans, island • Compiling a tour budget
• Writing an itinerary
groups and tourism regions on
• Health and safety
a colour map of the world
• Travel documentation
• Distance indicators and
distance tables • World time zones
Tourism • Tourist attractions in the Main tourist attractions in the • World-famous icons and
attractions provinces of South Africa SADC countries attractions
• South African National Parks • Factors contributing to the
(SANParks) success of a tourist attraction
• South African fauna and flora
Sustainable and • Sustainable tourism concepts • Three pillars of sustainable
tourism
responsible • Three pillars of sustainable
tourism tourism (planet, people, profit) • Responsible tourists
• Responsible tourism concepts • Codes of conduct for tourist
behaviour
• Good environmental practices
• Demand for responsible
• Global warming and the
tourism.
tourism industry
• Role players in responsible
and sustainable tourism
10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TOURISM GRADES 10-12
Topic Grade 10 Grade 11 Grade 12
Domestic, Domestic tourism The Domestic Tourism Growth • Global events and
regional and Strategy unforeseen occurrences of
• Concepts
international international significance
• The seven domestic travel
tourism • Benefits for South Africa
market segments according • Forms of payment when
• Domestic tourism statistics to the Domestic Tourism travelling internationally
Growth Strategy
• Payment methods and • Foreign market share –
technology for payment in • Regional tourism. The statistics regarding inbound
South Africa SADC member countries international tourism
Culture and Culture and heritage • South African cultural World Heritage Sites
heritage tourism uniqueness
• Concepts, elements and • Concepts
importance of heritage • South African heritage
• The role of UNESCO: logo
bodies
• Heritage sites and main function
• Types of World Heritage
Sites: natural and cultural
• A description of all the World
Heritage Sites in South
Africa
Foreign • Foreign exchange and its • Foreign exchange
exchange value to the South African
• The concepts strong and
economy
weak rand
• Conversion of currencies
• Currency conversions
• Differentiation between bank
selling rate (BSR) and bank
buying rate (BBR)
• The effect of exchange rates
on international tourism
• Exchange rates fluctuations
Communication • Communication (verbal and • Global distribution systems • Methods to obtain customer
and customer written) feedback and measure
• Customer care for foreign
care customer satisfaction
• Communication technology tourists
(equipment) • Reasons why service differs
• Customer complaints
from one organisation to
• Service excellence: concepts,
• Managing quality service another
importance, advantages,
consequences and • Measuring customer
recommendations satisfaction
• Impact of the service
delivered by an organisation
on its business profitability
Marketing • Marketing of tourism products, • Promotional/advertising • Marketing South Africa as a
services and sites techniques tourism destination
• Factors to consider during the • Marketing budget
marketing process
CAPS 11TOURISM GRADES 10-12
3.2 Teaching plans
• Each week/five-day cycle has a compulsory time allocation of four hours for the subject Tourism. The volume of
the content in a particular week is an approximate indication of how long it would take to teach this content, and
includes other class activities such as informal and formal assessment, working on a project and the practical
assessment task (PAT).
• Teaching plans are developed to be completed over a period of four terms consisting of ten weeks each.
Teachers should align their work schedules to the number of weeks in each term according to the school
calendar of the specific year
• The teaching plan indicates the framework of the content for the four hours of each week/five-day cycle, and
includes informal assessment and formal assessment (SBA). The sequence in which the content is taught
within the term is not compulsory and can be taught in any appropriate sequence.
• It is compulsory to teach the content in the term indicated.
• The following must be incorporated throughout the teaching of Tourism, whether it is indicated in the annual
teaching plan or not:
- Awareness of career opportunities
- Awareness of service excellence
- Awareness of South Africa as a tourist destination
12 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TOURISM GRADES 10-12
Grade 10 Term 1 Formal assessment term 1:
Four hours per week, including Test 75%
• informal assessment such as written work, marking of homework, class tests, Project OR
case studies; and
Field trip assignment 25%
• formal assessment, such the project and the test.
Topic Content
1 Tourism Introduction to tourism:
sectors
• What is tourism? The difference between inbound and outbound tourism
• Concepts: domestic tourism, regional tourism and international tourism
• What is a tourist?
• Why do people travel? (reasons)
• Their needs, preferences and expectations
2 Tourism Types of tourists and tourist profiles:
sectors
• Focus on the following types of tourists: visiting friends and relatives (VFR); leisure; adventure;
business; shopping; health; eco; cultural; religion; sport and recreation; education; special interest
tourists (SIT); incentive; backpacking/youth travel; gap year
• Drawing up a tourist profile
3 Tourism The different modes of transport:
sectors
The modes with relevant examples as below:
- Road: car, bus, coach, shuttle bus, metered taxi, minibus taxis, motor cycles
- Air: aeroplanes, helicopters, microlights
- Rail: trains, trams
- Water: luxury cruise liners, chartered boats, yachts
- Extraordinary modes of transport: camels, donkey carts, hot air balloons, bicycles
• Compare the modes of transport (road, air, rail, water) in terms of comfort, cost, safety, carrying
capacity, speed, reliability
• Advantages and disadvantages of the different modes of transport
4 Tourism Different types of accommodation establishments:
sectors
The facilities and services offered by each type
• Formal service accommodation: hotels, lodges and game lodges
• Guest accommodation: country houses, guest houses, bed-and-breakfasts (B&Bs)
• Self-catering accommodation: chalets, houses, cottages, apartments
• Caravan and camping establishments
• Backpacker accommodation and hostels
Facilities: what the tourist can make use of, such as a swimming pool, gymnasium, gift shop
Services: what the establishment can offer the tourist, such as laundry service, guided walks, shuttle
service, 24-hour security
The South African grading system for accommodation establishments:
• Overview of the star grading system in South Africa (exact requirements for each type of
establishment is not required)
• The role of the Tourism Grading Council of South Africa (TGCSA)
• Benefits/advantages of grading for the tourists and the accommodation establishments
• Procedure to follow to be graded
• Logos that may be displayed upon grading
CAPS 13TOURISM GRADES 10-12
5 Tourism Concepts and terminology used in accommodation establishments:
sectors
• Concepts: double room, twin room, family room, suite, penthouse, per person, per person sharing,
en suite, fully inclusive, single supplement, continental breakfast, English breakfast, buffet, a la
carte, room service
• Abbreviations – pp, pps, pppn, pppd
In-room technology:
• Technology for entertainment: movies/videos/DVDs on demand, internet, games, music, paid
satellite TV channels
• Technology for information: interactive TV for information on hotel facilities, menus, nearby
attractions, weather forecasts, view messages, view hotel bill, wake-up calls
• Technology for safety: electronic safe, electronic door locks, electronic key cards
• Technology for comfort: occupancy sensors to control and pre-set lighting and room temperature,
mini-bar with electronic sensors to monitor consumption, heated towel rails, bathroom extractor
fans, remote-controlled TV/DSTV/air conditioners/curtains
• Technology for work: interactive TV for accessing internet and e-mail, international multi-power
point/plug, HSIA (high-speed internet access), hotspot internet access and Wi-Fi, telephone
• Technology for environmental responsibility: electricity activation using electronic key card,
digital temperature-controlled showers, energy-efficient night lights in bathroom, occupancy sensors
to turn off lights
6 Tourism Food and beverage establishments:
sectors
• Concepts: full-service restaurants (fine-dining restaurants and family restaurants serving food and
alcohol), coffee shops, fast-food/quick-service establishments, pubs/bars, dessert/ice-cream stores,
taverns/shebeens, street stalls and street markets
7 Tourism The attraction sector:
sectors
• Concepts: attractions, attraction subsectors such as gaming and lotteries, leisure, conservation,
sport and recreation, events and conferences
• Types of tourist attractions (concepts: man-made and natural)
• Primary and secondary tourist attractions. (Example: The primary attraction was the Fifa World Cup,
but secondary attractions were visits to game parks, museums, etc.)
• Activities offered at tourist attractions. (Example: The Drakensberg is a natural attraction, but the
activities for the tourist are hiking, bird-watching, etc.)
• Linking the type of attraction to the appeal it would have for particular types of tourists
14 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TOURISM GRADES 10-12
8 Tourism The structure of the South African tourism industry: (basic knowledge)
sectors
Tourism is a partnership between the public sector, private sector and the communities living in the
areas where tourism takes place.
The public sector (government): The public sector includes the government at national, provincial,
district and local levels.
• National Department of Tourism (NDT)
- Provincial tourism departments
- Provincial tourism authorities
- Regional destination marketing organisations (DMOs)
- District municipalities/Metro/Municipal (DMOs)
- Local tourism organisations (LTOs)
• Other government departments:
- Department of Home Affairs (for passport applications)
- International Relations and Cooperation (visa applications and emergency assistance in foreign
countries at consulates and embassies)
- Statistics SA (for statistical information)
- Department of Trade and Industry, Department of Economic Development (SMME
development)
- Department of Sports and Recreation (events)
- Department of Transport (Passenger Rail Agency of South Africa)
• State-owned enterprises (parastatals): SA Airways; SA Express Airways
• Partly state-owned agencies: Tourism Enterprise Partnership (TEP)
• Public entities (“agencies”), such as SATourism, SANParks, Culture, Arts, Tourism, Hospitality and
Sport Sector Education and Training Authority (CATHSSETA), National Gambling Board, Airports
Company South Africa (ACSA), SA Heritage Resources Agency (SAHRA)
9 Tourism Private sector (basic knowledge)
sectors
• Tourism product owners such as tour operators, travel agents, conference organisers, travel
publications, travel insurance companies, souvenir shops, restaurants or any other business that
makes a profit through tourism
• Local communities: share in job creation, development, better roads and schools
• South African non-governmental organisations (NGOs), community-based organisations (CBOs),
tourism business and professional associations:
(The logo, main function and most important service offered by each)
- TBCSA: Tourism Business Council of South Africa
- TGCSA: Tourism Grading Council of South Africa
- FTTSA: Fair Trade in Tourism SA
- SATSA: South African Tourism Services Association
- FEDHASA: Federated Hospitality Association of South Africa
- ASATA: Association of Southern African Travel Agents
- SAACI: The Southern African Association for the Conference Industry
- SAVRALA: The Southern African Vehicle Renting and Leasing Association
- SAYTC: South Africa Youth Travel Confederation
• The international community, e.g. WTO, WTTC, SADC, WWF
CAPS 15TOURISM GRADES 10-12
10 Domestic, Technology used for payment in South Africa
regional and
Payment methods
international
tourism Advantages and disadvantages. Identify/select the most appropriate form of payment based on the
situation
• Internet payments
• ATM payments
• Cellphone payments
• Speed point machines (fixed and portable)
• Credit cards (Visa, MasterCard, American Express, Diners Club)
• Debit cards (SA Travel Card)
• Cheques
Suggestions for project in term 1
Choose one of the following themes:
• Choose two types of tourists, draw up their profiles and link their needs and preferences to accommodation, food and
beverage establishments in your town, city or nearby city
• Food and beverage establishments in the capital city of my province: focus on types of food outlets, facilities and services
offered.
• Accommodation establishments in the capital city of my province: focus on types of accommodation, grading status,
facilities and services offered.
• In-room technology used in accommodation establishments
• Field trip assignment. Choose an attraction or establishment linked to the Grade 10 curriculum.
16 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TOURISM GRADES 10-12
Grade 10 Term 2 Formal assessment term 2:
Four hours per week, including Test 25%
• informal assessment such as written work, marking of homework, class tests, Midyear examination 75%
case studies;
PAT term 2:
• formal assessment: test; and
Hand in first phase.
• work on the PAT.
Topic Content
1 Map work and Map terminology and map symbols
tour planning
• Concepts such as scale, direction, distance indicators, legends, map grid references,
equator, hemispheres, north pole, south pole, latitude, longitude, time zones, Universal Time
Coordinate (UTC), International Date Line (IDL)
Resources: Different types of colour maps, as needed for all sections on map work and tour planning
2 Map work and Different types of maps in a tourism context
tour planning
Give an example and explanation of the type of map and its uses and value in tourism.
• A variety of maps used in tourism context: road and street maps, political maps, physical
maps, specialist maps (reflecting climate, airports, railways, etc.), tourist information maps
(National Parks, World Heritage Sites, tourist attractions in specific areas, hiking trails,
meanders)
• Electronic maps: global positioning systems (GPS), Google street maps, Google Earth
and other ICT resources: Computers or smart phones can be used to access examples of
electronic maps.
3 Map work and Location of the following on a colour map of South Africa:
tour planning
• South Africa’s borders, provinces, capital cities, international airports, harbours, national
highways, gateways, major mountains, rivers and dams
4 Map work and Location of the following on a colour map of the world:
tour planning
• South Africa and the SADC countries
• Seven continents: Asia, Africa, Europe, North America, South America, Australia, Antarctica
• Three oceans: Indian; Atlantic, Pacific
• Island groups: Mediterranean, Caribbean, Indian Ocean
• Tourism regions:
- Far East, Middle East, South East Asia and Pacific
- Russia
- United Kingdom
- Western Europe, Eastern Europe, Central Europe, Northern Europe (Scandinavian and
Nordic countries)
- Americas: South America (Brazil, Argentina, Honduras, Chile), North America (Mexico,
USA, Canada, Alaska)
- Australasia: Australia, New Zealand, the island of New Guinea, neighbouring islands in the
Pacific Ocean
5 Map work and Distance indicators and distance tables:
tour planning
• Distance indicators on maps to determine travel distances
• Distance tables to determine distances between
- the towns/cities in your province; and
- South Africa’s major cities.
• Link between the distance and the time spent travelling. (Drive approximately 100 km in one
hour.)
CAPS 17TOURISM GRADES 10-12
6 Domestic, Domestic tourism:
regional and
• The concept domestic tourism
international
tourism • Benefits of domestic tourism for South Africa (focus on the economy, people and
environment)
• The Sho’t Left campaign to promote domestic tourism in South Africa
Resources: www.southafrica.net/shotleft or SA Tourism call centre: 083 123 6789
7 Domestic, Domestic tourism statistics:
regional and
• Concepts: statistics, intra-provincial travel versus inter-provincial travel
international
tourism • Interpretation of statistics such as purpose of trips, most visited provinces, length of stay in
each province, average expenditure per tourist, seasonality, activities undertaken
Resources: www.southafrica.net or www.statssa.gov.za
8-10 Midyear examinations
18 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TOURISM GRADES 10-12
Grade 10 term 3 Assessment term 3
Four hours per week, including Test/open-book test 25%
• informal assessment such as written work, marking of homework, class tests; Test 75%
• formal assessment: test and open-book test; and PAT term 3:
• work on the PAT. Hand in phase 2
Topic Content
1 Tourist Tourist attractions in South Africa: (*World heritage sites)
attractions South Africa’s tourist information relating to climate, rainfall, capital cities, main languages, airports and
harbours in tourism context
Tourists attractions in the provinces of South Africa under the following headings: Location (proximity to
the nearest city or town), short description (main focus of this attraction and a few points of interest)
Eastern Cape attractions: Addo Elephant National Park, National Arts Festival Grahamstown, Great
Fish River (canoeing), the world’s highest bungee jumping at Bloukrans
Free State attractions: Vredefort Dome*, Golden Gate Highland National Park
Gauteng attractions: Cradle of Humankind*, Apartheid Museum, Gold Reef City, Soweto (heritage)
2 Tourist KZN attractions: iSimangaliso (Greater St Lucia) Wetland Park*, Ukahlamba-Drakensberg Park*,
Durban Beachfront (The Golden Mile/Marine Parade), uShaka Marine World, Comrades Marathon,
attractions
sardine run
Limpopo attractions: Mapungubwe Cultural Landscape*, Kruger National Park, African Ivory Route
3 Tourist Mpumalanga attractions: the Panorama Route (Pilgrim’s Rest, Blyde River Canyon, God’s Window,
Bourke’s Luck Potholes)
attractions
Northern Cape attractions: Kimberley Big Hole and Mine Museum, Roaring sand of Witsand Nature
Reserve, Namaqualand floral beauty, South African Large Telescope (SALT) in Sutherland
North West attractions: Sun City and Lost City, Lesedi cultural village, Pilanesberg Game Reserve,
Aardklop Arts Festival
4 Tourist Western Cape attractions: Table Mountain, Victoria and Alfred (V&A) Waterfront, Robben Island*,
Garden Route, wine routes, Cango Caves and ostrich farms, Cape Argus Cycle Tour, Klein Karoo
attractions
National Arts Festival
5 Tourist South African fauna and flora as a tourist attraction:
attractions • Concepts: biodiversity, environment (natural, physical, cultural, manmade), ecosystem, species,
fauna and flora, wildlife, habitat, endangered, red data list, extinct, indigenous, alien, threatened,
culling, poaching, legal hunting, mass tourism, over-consumption in tourism context
South African National Parks (SANParks):
• What is a national park? Why do tourists visit national Parks?
• Kruger National Park (flagship): Concepts: Main rest camps (refer to Skukuza as administrative
headquarters and the largest camp), bushveld camps, overnight hides, bush lodges, luxury lodges.
Mention main activities offered by the park
• The following national parks (Location on a map, main conservation focus of each park):
- Addo Elephant, Augrabies, Bontebok, Golden Gate, Garden Route (Tsitsikamma, Knysna,
Wilderness), Mountain Zebra, Namaqua, Table Mountain, West Coast.
• Transfrontier parks (Location on a map): What is a transfrontier park?
- Ai Ais Richtersveld, Kgalagadi, Greater Limpopo.
• Transfrontier conservation areas: What is a transfrontier conservation area? Names and countries
involved:
- Limpopo-Shashe (SA, Zimbabwe and Botswana) Maluti-Drakensberg (Lesotho and SA).
CAPS 19TOURISM GRADES 10-12
6 Tourist Luxury private game reserves: What is a luxury private game reserve? Type of tourist who will visit this
attractions type of attraction, exclusive services and experiences a tourist can expect
• Exclusive services and experiences offered by the following: Shamwari, Madikwe, Phinda, Sabi
Sabi
National botanical gardens: what is a botanical garden? Why do tourists visit botanical gardens?
• Kirstenbosch Botanical Gardens: facilities and activities (flagship).
• All other national botanical gardens (only names and location on a map)
7 Sustainable Sustainable tourism:
and
• Concept: sustainability, sustainable practices in tourism businesses
responsible
tourism • The need for sustainable practices in tourism businesses
• The three pillars of sustainable tourism (planet, people, profit)
- Environmental: impact of tourism businesses on the natural environment
- Social: impact of tourism businesses on local communities
- Economic: impact of tourism businesses on local communities
Resources: case studies of sustainable practices in tourism businesses www.tourism.gov.za
8 Sustainable Responsible tourism:
and
• The concept: responsible tourist behaviour towards the environment
responsible
tourism • Negative impact of tourism on environment and host community
• Rules for tourist behaviour in the natural environment
• Good environmental practices such as litter control, conservation of energy, water and other scarce
resources
• The benefits of good environmental practices for the tourism industry
Resources: case studies of positive or negative tourist behaviour towards the natural environment
9 Sustainable Global warming and the tourism industry:
and
• The concept: global warming, carbon footprint
responsible
tourism • Causes of global warming (rise in the temperature of the earth)
• Consequences of climate change on the tourism industry
• How accommodation establishments can minimise their carbon footprint through sustainable and
responsible tourism practices
• How tourists can minimise their carbon footprint
Resources: www.tourism.gov.za
10 Marketing Marketing of tourism products, services and sites:
• Concepts: marketing, market research, target markets, market share, competitive edge, core and
niche markets
• The purpose of marketing tourism products and services
• Market research:
- The process of market research: consider factors such as the potential customer, broader target
market, competition, distribution of products, financing, marketing mix (the five “Ps” of marketing
mix: product, promotion, price, place, people)
- Resources required for market research (budget for outsourcing to dedicated research
specialists, cooperative research groups, individual research)
- Managing market research (set time frames, target dates, implementation dates)
20 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TOURISM GRADES 10-12
Grade 10 term 4
Four hours per week, including
• informal assessment, such as written work, marking of homework, class tests, case studies; and
• review and reinforcement activities.
Topic Content
1 Culture and Culture and heritage:
heritage
Concepts: culture, heritage, cultural diversity
• Elements of culture, such as architecture, interiors, arts and crafts, cuisine, music and dance
• The importance and value of conserving heritage for future generations
2 Culture and Heritage sites in South Africa:
heritage
• Cultural heritage sites, such as monuments, museums, historical buildings, graveyards,
paleontological objects
• Natural heritage sites, such as mountains, waterfalls, caves
• The difference between local, provincial and national heritage sites
• Examples of heritage sites in own province
• The heritage plaque which identifies sites declared national heritage sites
Resources: local tourism information centres.
3 Communication Communication technology:
and customer
• The various types of equipment and technology used to communicate in a tourism business
care
environment: landline telephones, cellphones, fax machines, photocopying machines,
printers and computers (including email, videoconferencing and teleconferencing)
• Functions, advantages and disadvantages of each
4 Communication Communication: verbal and written
and customer
• Written communication used in the tourism industry, including e-mail and email netiquette,
care
websites, SMS messaging, social networks such as Facebook and Twitter for marketing
purposes, faxes, memos, surveys, questionnaires
• Verbal communication used in the tourism industry; business communication etiquette
in different situations in the tourism industry; face-to-face and telephonic; landlines and
cellphones
• Tourism road and information signs as a way of communication in the tourism industry
5 Communication Service excellence:
and customer
• Concepts: service, service excellence
care
• The importance and value for a tourism business to provide quality service
• The advantages of excellent service delivery
- for a business
- for a tourist
• The consequences of poor service delivery
• Recommendations for improvement of poor service delivery
Resources: case studies relating to service delivery
6-7 Review and reinforcement activities in class to assess the learners’ grasp of the learning mate-
rial. Examples of activities may include a class quiz, games, short tests, drawing concept maps,
class competitions, working through previous question papers, etc.
8-10 End-of--year examinations
CAPS 21TOURISM GRADES 10-12
SBA 25% PAT 25% EXAMINATION 50%
Term 1 100 Practical assessment task 1 50 Written examination 200
Term 2 100 Practical assessment task 2 50
Term 3 100
300 convert to 100 100 200
Total mark: 100 + 100 + 200 = 400 ÷ 4 = 100
22 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TOURISM GRADES 10-12
Grade 11 Term 1 Formal assessment term 1:
Four hours per week, including Test 75%
• informal assessment, such as written work, marking of homework, class tests, Project OR
case studies; and
Field trip assignment 25%
• formal assessment, such as guidance on the project and writing the test.
Topic Content
1 Tourism Transport services in South Africa:
sectors
Airports, airlines and airport operations:
• Concepts: gateway, inbound, outbound, domestic flights, regional flights, inter-continental flights,
transcontinental flights, transatlantic flights, connecting flights, long-haul flights, medium-haul flights,
short-haul flights, chartered flights, international airports, national airports, privately owned airports and
private landing strips in tourism context
2 Tourism South Africa’s international and national airports:
sectors
• Location on a map.
• International status of airport (cargo only or passenger and cargo)
• Airports operated by Airports Company of South Africa (ACSA)
• Airlines operating in South Africa, such as SA’s national carrier, budget airlines, international carriers
operating in South Africa
• Interpretation of airline timetables / schedules
3 Tourism Airport terminology:
sectors
• Airport (landside, terminal, airside), gate, check-in counter, speed check-in kiosks, boarding pass, gate,
security control points, boarding, carousel, baggage claim area
• Check-in procedures, boarding procedures
• Baggage allowances (domestic flights)
• Safety procedures before take-off
Aircraft terminology:
• Aisle, galley, cockpit, overhead storage bins, tray tables, cargo hold, entertainment and oxygen masks.
Seating configuration in an aircraft:
• Wide- and narrow body aircrafts. Travel class sections (business class, economy class). Locating your
seat in an aircraft. Aisle seats and window seats, emergency exit seats (focus on the type of aircraft
used by the airlines operating in South Africa).
4 Tourism Technology used at airports:
sectors
• Technology at airports to facilitate travel, such as baggage wrap equipment, x-ray security scanners,
biometric scanners, thermal body scanners, metal detectors, information display boards, touch screen
information systems. Include any new developments
• The use of PDIs (Personal Digital Assistants / Smartphones) for air travel (“iTravel”) (electronic informa-
tion, e.g. travel documents, tickets, identification, boarding passes). Include any new developments.
5 Tourism The tourism bus industry:
sectors
• Major tourist transporters, different types of buses: minibuses, coaches, megabuses, sleeper coaches,
special purpose buses such as open-top buses for sightseeing
• Information provided on bus schedules
6 Tourism The tourism train industry:
sectors
• Difference between commuter trains (Metrorail) and tourists trains such as Shosholoza Meyl
• Terminology: schedule, coaches, coupé, compartment, lounges, tourist class, economy class, bedding
tickets, dining car
• Heritage/novelty/scenic tourist trains
• Luxury trains such as Blue Train, Rovos Rail, Shongololo Express, Premier Classe (http://premier-
classe.co.za)
• Information provided on train schedules
CAPS 23TOURISM GRADES 10-12
7 Tourism The Gautrain:
sectors
• Interesting features such as exterior and interior appearance, security, speed
• Gautrain technology such as ticketing procedures, electronic boarding procedures, electronic arrival
and departure announcements
• Routes, parking facilities and bus service linked to the Gautrain
• Benefits for the tourism industry
Include any new developments
8 Tourism The luxury cruise liner industry:
sectors
• Concepts: port, cruise terminal, state rooms, cabins, suites, decks
• Facilities and entertainment on board
• Information provided on luxury cruise liner packages
Resources: www.starlightcruises.co.za
9 Tourism Car rental:
sectors
• Introduction to the car rental industry in South Africa (use major car rental companies in South Africa)
• Conditions for renting a vehicle (age, driver’s licence, creditworthy, signing of contract)
• Different rental packages/options
• Insurances: CDW, TLW v/s SCDW, STLW and PAI
• Additional costs and charges: tourism levy, fuel deposits and charges, airport surcharges, additional
driver charges, contract fee, delivery and collection charges, cross-border fees, optional equipment
• Incidental costs: administration fee for accidents, traffic fines
10 Tourism • Payment options and payment methods for car rental
sectors
• Car rental calculations (for quotations)
• Comparative calculations based on various rental options
Suggestions for project in term 1
Choose one of the following themes:
• Air transport in South Africa (in tourism context)
• Technology at airports to facilitate travel (in tourism context)
• The train industry in South Africa (in tourism context)
• The luxury cruise liner industry in South Africa
• The Gautrain and its contribution to the tourism industry in South Africa
• Field trip assignment: Choose an attraction, establishment or destination linked to the Grade 11 curriculum.
24 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)You can also read
