Tourism, Travel and Events 2020 HSC exam pack (archive)

Students should:

• read the question carefully to ensure that they do not miss important components of the question
• have a clear understanding of key words in the question and recognise the intent of the question and its requirements
• use the first page of the answer booklet for an extended response to develop a plan to assist in the logical sequencing of information
• engage with what the question is asking rather than presenting a pre-prepared response
• relate to the question throughout the response rather than just at the beginning
• demonstrate knowledge and understanding of the examinable units of competency from the syllabus
• communicate ideas and information using relevant Tourism and Events Industry workplace examples and industry terms
• be prepared to address a range of relevant Tourism and Events Industry issues
• demonstrate knowledge of employability skills relevant to various situations
• include relevant annotations when including a diagram
• present a logical and cohesive response that answers the question
• review their response to ensure that it addresses the question requirements.

Question 16

In better responses, students were able to:

• correctly identify international symbols found at an airport such as bus, taxi, transport, restaurant, meals, currency, money exchange.

Areas for students to improve include:

• reviewing their response to ensure that it addresses the question requirements of “internationally recognised symbols used at an airport”.

Question 17

In better responses, students were able to:

• identify possible complaints relevant to a resort holiday such as rude staff and no free Wi-Fi
• link relevant solutions to the complaint, for example, apologise for the state of the room upon arrival, offer to follow up with housekeeping to ensure this never happens again, offer a discount on a future stay at our hotel, offer a refund as your breakfast should have been included, or apologise for the misunderstanding and welcome you back to our hotel sometime in the near future.

Areas for students to improve include:

• recognising and demonstrating an understanding of how important feedback about complaints are to improving future customer experiences.

Question 18

In better responses, students were able to:

• provide specific advice for the destination at that time of year such as during January in tropical north Queensland, there is the risk of severe weather conditions (cyclones) and high temperatures, dangers such as stingers in the water, crocodiles, sharks, mosquitoes and other wildlife
• advise customers that in order to stay safe, follow safety signs and notices for water safety and sun safety.

Areas for students to improve include:

• reading the question carefully to ensure that they do not miss important components of the question, such as “tropical north Queensland in January”.

Question 19

In better responses, students were able to:

• clearly identify a range of risks relevant to this bushwalking tour in the Snowy Mountains (a)
• identify appropriate risk controls for each risk, for example: (a)
  • For risk of sunburn, employ the control of providing sunscreen
  • For risk of snake bite, conduct a pre-tour induction about wildlife
  • For risk of having a tourist get lost, ensure the guide provides their mobile phone number
  • For risk of injury, ensure tourists wear appropriate footwear, instruct them to stay on paths and carry a first aid kit
  • For risk associated with extreme weather conditions, monitor conditions, changes and enact the tour cancellation when necessary
• clearly identify why it is important to complete a risk assessment prior to the commencement of the tours, for example, to identify any potential hazards and risks prior to the tour will minimise their effect on the customer and ensure they have a safe and happy experience.

Areas for students to improve include:

• ensuring that responses are based on the given scenario and that specific controls were identified for each risk, not a generalised comment.

Question 20

In better responses, students were able to:

• provide accurate detail about the climate in Perth and specific information for different times of the year (in Perth) (a)
• provide accurate detail and specific names of attractions in and around Perth that are suitable for a group of international tourists (b)
• provide transport options suitable for a group to travel from Sydney to Perth (c)
• correctly use specific names of transport options, not just “plane, train, automobile” (c)
• link the requirements of the tourist group in their recommendations of transport options(c)
• examples for responses may vary in suitability depending on the duration of the visit, time of year, age and size of group, specific interests (a, b, c).

Areas for students to improve include:

• communicating ideas and information using accurate Tourism and Events Industry examples and industry terms
• providing accurate detail about the climate in Perth and not for other areas of Australia (a)
• reviewing their response to ensure that it addresses the requirements for a group of international tourists for attractions (b) and transport options (c).

Question 21

In better responses, students were able to:

• include characteristics and features of a variety of sustainable building measures such as using recycled materials, installing solar panels, installing rainwater tanks, and achieving waste management through a recycling and composting system (a)
• relate the advantage of sustainable tourism directly to the resort and eco-accreditation, for example, recognition and possible accreditation of eco-friendly facilities as long term the resort will be saving money, energy and resources and it will be very good for the resort’s reputation as an attractive eco-friendly travel option (b).

Areas for students to improve include:

• specifically addressing the building of the resort
• reviewing their response to ensure that it addresses the long-term advantage/s.

In better responses, students were able to:

• clearly link social, environmental and economic impacts with a variety of tourism industry sectors, for example:
  • environmental impacts – damage and loss of resources such as hotels, restaurants roads and airports, natural attractions ruined, poor air quality causing health problems for tourists, destruction of heritage/cultural attractions and local wildlife
  • economic impacts – loss of money due to images of disaster affecting the reputation of Australia as a tourist destination and the demand for travel, accommodation, tours and events
  • multiplier effect – not only those businesses in the tourism industry, but many other local businesses affected by the lack of flow-on effect of the tourist dollar onto other local businesses if the tourists aren’t coming and spending money in the destination
  • social impacts – loss of community, loss of jobs, lower tourist numbers can lead to a loss of jobs in the tourism industry and local communities affecting quality of life
• accurately name a variety of tourism industry sectors, products and tourism industry terminology, such as hotels, airlines, travel agents, tour operators, tourist attractions and restaurants.

Areas for students to improve include:

• specifying the impacts on tourism industry sectors, tourism products or tourism industry terminology
• communicating ideas and information using relevant and accurate tourism and events industry workplace examples and tourism industry terms.

Question 23

In better responses, students were able to:

• correctly identify the meaning of industry terminology and abbreviations (a), for example:
  • OW: one-way
  • PP: per person
  • QF: Qantas Airways
  • PR: per room
  • OOL: Gold Coast
  • SYD: Sydney
  • PC: Per child
  • PR PN: Per room per night
  • DBL: Double room
  • NTS: Nights
  • 24-hour clock: eg 1450 = 2.50pm
  • FRI : Friday
  • SUN: Sunday  
  • NOV: November
  • DEP: Departure
  • RTN: Return
• provide a clear layout of all quotation requirements in a table format (b), for example:

• apply correct calculations for all cost components, for example, per person/per room/one way and return costs (b)
• provide a well-structured letter that addressed all the relevant “important details” (c), for example:
  • letter correctly addressed to customer and signed by travel agent
  • body of letter – date of quote
  • payment conditions – prices subject to change
  • date of travel
  • validity
  • cost
  • booking conditions.

Areas for students to improve include:

• reviewing their response to ensure that all industry terminology and abbreviations in the client record are identified correctly (examples shown above) (a)
• reviewing their response to ensure that calculations are complete and accurat(examples shown above)(b)
• providing a clear layout that the client would understand (examples shown above) (b)
• presenting a logical and cohesive response that addresses all relevant important details required (examples of key elements to be contained in the letter shown above) (c).

Question 24

In better responses, students were able to:

• provide specific registration information relevant to a “fun run” event (a), for example:
  • customer name, address, email address, phone number
  • medical conditions
  • payment details
  • where they heard about your event
  • if they had previously participated in the event
  • signature for the waiver
• demonstrate a broad understanding of “staff briefing” requirements prior to an event (b), such as:
  • program of events for the day,
  • staff and volunteers who will be responsible for particular tasks such as water stations, athlete registration desk, recovery area etc
  • dress code for staff and volunteers
  • any hazards on the course, emergency procedures and contacts
• use specific industry workplace example in their responses
• apply their knowledge of event industry resources required for staging this event (c), for example:
  • catering – fruit at the finish line
  • water – on the course and at the finish line
  • signage – from sponsors along the course
  • directions – for parking, toilets etc
  • technical equipment – timing chips, start/finish lines, sound equipment
  • barricades for road closures
  • registration table – bib collection
  • emergency procedures and contacts.

Areas for students to improve include:

• ensuring that they include all relevant components such as information that would be required from the participant (a), the major points to discuss in the event briefing to staff and volunteers prior to the event (b), and event staging requirements and resources needed for a “fun run”
• communicating ideas and information using relevant Tourism and Events Industry workplace examples and industry terms examples as mentioned above)
• reviewing their response to ensure that it addresses the specific requirements for each part of the question (examples as mentioned above).