Grade 10 - Hospitality and Tourism TFJ2O (2009)

Technological Education

Hospitality and Tourism Fundamentals

Hospitality and Tourism Fundamentals

Industry Practices, The Environment, And Society

Professional Practice and Career Opportunities

Services and Products of theTourism Industry: demonstrate an understanding of the field of hospitality and tourism, in terms of services and products offered in the various sectors of the tourism industry;

Tools and Equipment: demonstrate an understanding of tools and equipment commonly used in the various sectors of the tourism industry;

Common Ingredients in Food Preparation: identify and describe common ingredients used in food preparation.

Using Tools and Equipment: use tools and equipment in accordance with industry standards;

Culinary Techniques and Serving Methods: demonstrate the use of safe and correct culinary techniques in the preparation, cooking, and presentation of food, and demonstrate professional serving methods;

Information and Communications Technology: demonstrate effective use of forms of information and communications technology commonly used in the various sectors of the tourism industry;

Planning an Event or Activity: demonstrate an understanding of the elements of planning an event or activity

Industry Practices and the Environment: demonstrate an understanding of ways in which various aspects of the tourism industry affect the environment, and ways in which harmful effects can be reduced;

Industry Practices and Society: demonstrate an understanding of ways in which various aspects of the tourism industry affect society

Health and Safety: identify and demonstrate compliance with health and safety standards in the various sectors of the tourism industry

Customer Service and Professionalism: demonstrate an understanding of the principles of customer service and professionalism;

Career Opportunities: identify career opportunities in the various sectors of the tourism industry and the education and training that would best prepare them for employment in various occupations in the industry.

identify the various sectors of the tourism industry (e.g., accommodations, recreation and entertainment, food and beverage services, transportation, travel services);

describe the services and products offered in each sector of the tourism industry (e.g., accommodations: single room, suite, residence; recreation and entertainment: event planning, sporting event; food and beverage services: restaurant dining; transportation: air travel, car rental; travel services: trip planning, guided tours) and explain how these sectors are interrelated;

describe various types of accommodations (e.g., hotel, motel, bed and breakfast);

identify common symbols used for classification purposes in the tourism industry (e.g., fivediamond award system, used by the Canadian and American Automobile Associations; three-star award system, used by the Michelin Guide) and explain the factors that determine the rating of a tourist accommodation facility (e.g., location, cleanliness, quality of service, value);

identify the types of tourist attractions associated with the various geographic regions of Ontario (e.g., wineries in the Niagara region, ecotourism in northern Ontario, museums and art galleries in Ottawa, sporting events and conventions in major urban areas);

identify province-wide tourist activities and attractions in Ontario (e.g., seasonal festivals, cultural events, areas of natural beauty, historical sites, fishing and hunting, Aboriginal powwows);

identify tourist activities and attractions in local communities in Ontario (e.g., fall fairs, homecoming events, minor sports tournaments, restaurants, hotels);

describe the various types of tourism markets (e.g., domestic and international, inbound and outbound)

identify tools and equipment commonly used in the various sectors of the tourism industry (e.g., point-of-sale [POS] systems, ovens, washing machines, cash registers, uniforms);

describe proper procedures for using a variety of tools and equipment commonly used in various sectors of the tourism industry (e.g., knives, mixers, steamers, deep fryers, ovens, coffee-making systems, vacuum cleaners, reservation systems);

identify and describe the measurement systems based on metric, US customary, and British imperial units, and explain how these systems affect the use of tools and equipment commonly used in the tourism industry

identify the main ingredients used in food preparation (e.g., types of flour, herbs, spices, vegetables, meats, fruits) and describe their characteristics (e.g., colour, taste, texture, aroma);

identify the origin or source of various food ingredients (e.g., geographical origin or source, type of plant or animal from which they come, raw materials used in their manufacture) and describe their use in the cuisine of various cultures (e.g., Aboriginal use of wild rice);

classify foods and ingredients by their type (e.g., proteins [meat], vegetables, fats [oils, lard], carbohydrates [fruit, grains]), nutritional value, and recommended daily intake, as noted in Eating Well with Canada's Food Guide (2007).

select the appropriate tools or equipment for assigned tasks (e.g., knives, steamer, mixer, proofer, computer, washing machine, vacuum cleaner), and demonstrate the ability to use them safely and correctly;

use metric, US customary, and British imperial measuring tools (e.g., scales, measuring cups) correctly when following standardized recipes and baking formulas;

apply standard industry practices (e.g., mise en place, three-sink method, use of equipment guards and safety features,"clean as you go" system) when using tools and equipment to prepare and serve food and clean up afterwards.

apply food preparation methods (e.g., thawing, cooking, freezing) appropriately and correctly;

apply food handling procedures and techniques (e.g., using the "first in, first out" method when selecting ingredients; peeling; washing; panning) appropriately and correctly;

use a variety of cutting techniques (e.g., precision cuts: large dice, medium dice, small dice, brunoise, rondelle, paysanne, batonnet, julienne, fine julienne; butchery and fabrication: deboning, cleaning, filleting) correctly (e.g., keeping all items a consistent size) and safely for a variety of food preparations;

apply a variety of cooking methods (e.g., dry heat, moist heat, combination) correctly when preparing food, using proper cooking temperatures as specified in provincial regulations;

apply a variety of baking methods (e.g., creaming method, straight dough method) correctly when preparing bakery products;

create simple meals from various culinary traditions (e.g., French Canadian, Aboriginal, Italian, East Asian), with appropriate functional garnishes (e.g., lemon, parsley, radish flower; chocolate drizzle on dessert, berries on wild rice);

identify recipes that accommodate a variety of specific customer needs (e.g., the needs of diabetic, vegan, or lactose-intolerant customers, or customers requiring a sodium-free diet)

demonstrate the use of professional table service etiquette (e.g., serve from the right, pay attention to customer signals, serve customers in the appropriate order);

set a table in an appropriate manner (e.g., paying attention to the choice and arrangement of utensils and glassware, the design of the centrepiece, the way napkins are folded, and the number of place settings required) to suit the circumstances.

use information and communications technology to facilitate teamwork, time management, and work organization (e.g., electronic message minder to facilitate time management, trip planner to facilitate organization, organizational charts to facilitate teamwork);

demonstrate effective use of a variety of software applications to perform and manage a variety of tasks (e.g., use word processing to produce a menu, use the Internet to search for recipes, input ingredients into a spreadsheet, create graphics for advertising, create a slide show presentation for customers)

explain how advances in information and communications technology have affected the availability of products and services in the tourism industry (e.g., products and services can be ordered over the Internet).

select a successful local tourist event (e.g., music festival, winter carnival, sporting event) and outline the planning, organizational, and delivery details that are involved in running the event;

design a tourism event or activity (e.g., reception, ski vacation, fishing trip, catered event) that meets a customer's specific needs;

develop an itinerary or schedule for a tourism event or activity (e.g., corporate outing, cruise vacation, sporting event, cultural festival);

create a cost summary for a tourism event or activity (e.g., itemizing the cost of tickets, meals, travel, taxes)

describe ways in which various aspects of the tourism industry affect the environment (e.g., use of pesticides and fertilizers on golf courses may cause water pollution; air travel causes increased greenhouse gas emissions through the burning of jet fuel; Aboriginal lands and traditions may be affected by ecotourism; high water consumption by hotels may put a strain on the local environment);

identify ways of reducing the harmful effects that various aspects of the tourism industry have on the environment (e.g., create wildlife sanctuaries; support conservation projects; ensure that tourist facilities do not exceed the carrying capacity of the area or region; invest in carbon offsets such as planting a diversity of native trees);

describe and apply appropriate conservation measures (e.g., reduce, reuse, recycle);

describe, on the basis of research, codes of ethics and/or guidelines for sustainable tourism, and use them to assess a tourism product, facility, or service.

explain the economic and social impact of the tourism industry (e.g., developing tourist facilities creates jobs; tourism can cause road congestion, pollution, and/or degradation of the environment; tourists bring money into the community);

identify and describe the societal advantages and disadvantages of having ready access to foods imported from around the world (e.g., advantage: fruits and vegetables available during the winter provide health benefits; disadvantage: availability of low-priced imported food hurts local food producers)

identify the laws, regulations, and regulatory/ oversight organizations that govern health, safety, and sanitary standards in the tourism industry (e.g., Health Protection and Promotion Act [HPPA], Occupational Health and Safety Act [OHSA], Workplace Hazardous Materials Information System [WHMIS], local health departments);

demonstrate an understanding of emergency preparedness (e.g., know the location and understand the features of safety equipment such as the fire blanket, first aid kit, and eye wash station) and procedures to be followed (e.g., evacuation procedures) in the event of an accident;

use protective clothing and equipment as required to ensure their own and others' safety in the work environment;

demonstrate appropriate and timely use of safety and sanitary practices (e.g., washing hands, labelling containers, sanitizing work surfaces and utensils, storing perishable items appropriately, monitoring temperature control) when handling food and beverages

identify the fundamental principles of customer service (e.g., reliability, accountability, caring, responsiveness);

describe the importance of professional appearance and conduct for success in a career in hospitality and tourism (e.g., dress code necessary to maintain a positive image, high standards of hygiene required for customer comfort and safety, teamwork required in kitchen brigade);

identify common ethical standards in customer service in the tourism industry (e.g., standards relating to confidentiality and privacy).

identify various types of careers that are available in different sectors of the tourism industry (e.g., food and beverage manager, travel agent, concierge, tour operator, cruise ship purser) and describe the secondary school pathways (i.e., selection of courses, programs, and experiential learning opportunities) that would provide the best preparation for these careers;

describe the relationship between the tourism industry and lifestyle opportunities (e.g., the tourism industry provides opportunities for seasonal work, shift work, employment in remote and/or scenic areas, small business ownership, and participation in recreational activities);

describe similarities between skills required in various occupations in the tourism industry and their personal skills inventory;

identify industry-recognized training and/or certifications that it would be beneficial to have if they are pursuing a career in the tourism industry (e.g., Standard First Aid, cardiopulmonary resuscitation [CPR], Service Excellence, Safe Food Handling);

identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in the tourism industry (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/industry associations);

demonstrate an understanding of the Essential Skills that are important for success in the tourism industry, as identified in the Ontario Skills Passport (e.g., finding information, scheduling or budgeting and accounting, oral communication);

demonstrate an understanding of the work habits that are important for success in the tourism industry, as identified in the Ontario Skills Passport (e.g., working safely, teamwork, reliability);

develop and/or select pieces of work and other materials that provide evidence of their skills and achievements related to hospitality and tourism, for inclusion in a portfolio (e.g., work logs, skills checklist, recipe list, photographs of product or service delivered).