Hospitality and Tourism, Grades 10 - 12
Survey Comments
Question # / Comments2. / 1. / (Re; #1- in small schools this will entice more students to take this pathway. Where if you had them seperated the school population could not support two courses. However, if the population was larger it would be better for these two course to be seperate- because we see them as two distinct areas.) Re: #2- by having University/College destination courses you are attracting the students who want to do a pathway via university ex: dieticians, degree in Tourism.
2. / It would open doors for students pursuing careers which require a degree, especially those specific to hospitality and tourism.
3. / provides for a greater demographic and provides students with more flexiblilty to explore these programs
4. / I'm interested in workplace destinations
5. / The choices for students leaving the Hospitality program have many post secondary options. I see no great advantage or disadvantage to either.
6. / This change will not be beneficial for the kids I teach. Traditionally, this area benefits kids who are not academically top-notch. They work well in this hands-on environment. Making this programme U\C will kill the course numbers and where will these kids go then?
7. / agree as long we got the right peole with work experince teaching the course,not academic teacher
8. / Most of the students that take the Wokplace/College would like to continue in the food industry. They seem to enjoy the hands on approach. The other students that are intested in the College/University would take a science path(chem. or bio.) for Food Technology at the University level.
9. / the biggest benefit I can see at this time,(and I base my remarks here on conversations with my senior classes),is that college is the only route they are even considering in this profession. If nothing else having this designation may get the thinking that they may be able to look beyond college for a post secondary destination in the Hospitality feold
10. / The destination pathway for entrance into university does not exist for H & T courses
11. / Continuity for the destination, opens the door for all students to have a selction for their intended destination.
12. / we have 2 and 3 year programs at college and degree programs at university
7. / 1. / However we need to have common specific expectations in the examples so that everyone across the province delivers, but also has to leave it open enough so all programs are specific to their facilities. eg. "4.2 operate food preparation safely"- exactly which equipment should be common practice across the province.
2. / Add more examples
3. / no comment
4. / I think to add more examples here will only cloud the situation. I believe that the addition or changing of examples should be left to the department or teachers to decide based upon their specific classes, lab facilities school and board directives etc.
5. / The examples are still too vague in some instances. More work in creating a flow in the examples to avoid repetition and to create a continum of learning is required
16. / 1. / We think that this document is very clear and easy to follow, but lacks standardization across the provice (re: examples).
2. / 11
3. / The improvement I most notice is that the specific expectations now link appropriately to an overall expectation.
4. / no Comment
5. / I believe it to be important to incorporate the essential skills and work habits into the expectations.
6. / I like the simplified expectation coding. Overall a great improvement.
7. / Some of the cirriculum seems less relevant and should have a more seamless flow to the cirriculum taught in post secondary chef training institutions. This industry changes often.
8. / I would not feel comfortable discussing environmental issues surrounding food production. When I teach food borne illnesses,I make sure I do not castigate the farming community for its practices. Safety knowledge within the classroom is essential: however, how extensive is it when stated "knowledge of the First Aid kit?"
9. / I believe with the added emphasis that the Ont. Skills Passport brings to the curriculum, as well to a students independent learning, adds realism and current industry practices and requirements to a students learning portfolio
10. / This course has combined expectations for Tourism and Hospitality industry. If possible the course content is large enough in both area that a course at each grade level both Hospitality and Tourism should be created.
11. / Great.... Thank you for the revisions
26. / 1. / (Re: 17, 18, 19- If you are suggesting Possible Areas of Emphasis, maybe it should be stated that their be an exposure to all these areas. Minor for some you cannot deliver effectively, but at least some kind of exposure- ex. visit a butcher shop for meat cutting). Re: #23- just as mentioned in the Gr 10 document, if the examples could be standardized. Re: #26- Additional Expectations.
2. / Costing/ Budgeting
3. / Food Retailer and Food Manufacturer
4. / see my original comments
5. / Meat cutter is not a large enough occupation to warrant the creation of an emphasis course.
6. / more emphasis on the travel /tourism aspect...ticketing/conventions/adventure tourism
34. / 1. / Really like the idea of Areas of Emphasis- but all areas should be explored and specific in depth due to facilities at school and teacher's background.
2. / 11
3. / No comment
4. / I believe it to be important to incorporate the essential skills and work habits into the expectations.
5. / I find a majority of the students looking at this course with the possibility of apprenticeship consider the tourism aspect a seperate component.
6. / I teach safety to my students but it is difficult to ensure students have sound knowledge of the First Aid kit. It requires time and resources.
7. / the success of a student in this course will depend largely upon the particular student's committment to the course. The only other area that concerns me is the availability of an aspiring apprentice to find a suitable placement. I base this comment solely from a geographical prospective. A student in a more populated area of Ont. will obviously have a wider choice for emplyment possibilities than a stdent in a rural setting, which may have a direct impact upon a program to succeed.
8. / There seems to be a great deal of overlap and repition in the Environmental/Societal implications sections across the grade levels. Same thing goes for the Careers Exploration especially for the grade 10s who are taking the Careers course.
9. / The courses should also be offered at the open level ( to accomodate students who are not going to apprenticeship, ie college, apprenticeship and workplace are very close destinations, but where is the curriculum for the at risk or (essential) students. We also need a course with fewer expectations not just relying upon locally developed courses to meet the needs of this population of students.
10. / Great...... Thanks
41. / 1. / Comments same as Grade 10, and Grade 11/12 Workplace
2. / Add more examples
3. / No Comment
4. / see my original comments
5. / more work is needed on creation of specific examples
44. / 1. / Very clear the way the Possible Area of Emphasis is, makes it easy to do Project Based Learning.
2. / budgeting/costing
3. / Food Sciences
4. / The amount of material to cover is huge. It would overwhelm most kids taking my programme. Expectations for teachers are huge too. The theory, the practical end and the development of excursions and events. It is key to remember with a couple thousand bucks a year and the inability to profit within the local market, learning can be difficult.
5. / see my original comments
6. / more emphasis on the nutrional aspect...dietary/generic...to enhanced the destination need
52. / 1. / The inclusion ofthe essential skills and work habits is great to see
2. / I haven't taught using the old guidelines , so I was quite neutral in making comparisons. For an essential level hospitality course without professional facilities, I prefer to just emphasize skills, rather than knowledge of the tourism industry.
3. / Students are not interested in Tourism in the traditional Foods Programme. We have a Tourism course-one. Why not keep this study there and return Foods to its truest form? Keep the Workplace delineation. We need it for our learners. Have students study advanced nutrition in college level programmes if they choose. Money is key too! I need more training in Tourism to teach these areas. Most kids and parents question what IS Hospitality Services? K
4. / other than my comments on the Apprentice stream, i would only add that the best way for these programs (and I speak of Hospitality in Tourism only),to succeed, is to ensure that they are taught my competant professionals in facilities that mirror the industry as it conducts itself today. I speak to programs run in Family studies rooms, by teachers who have no industry experience or training.
5. / The courses of Hospitality and Tourism could become separate courses. An essential level / open level course would benefit students at risk.
6. / Great.... Thanks