Tourism, Travel and Events 2022 HSC exam pack

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, Travel and Events Industry workplace examples, and industry terms
• be prepared to address a range of relevant Tourism, Travel 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:

• demonstrate a clear understanding of an internal customer (a)
• demonstrate an understanding of what it means to ‘develop customer rapport’ and thus show how rapport is developed (b)
• clearly give features of a workplace policy or procedure to enable effective workplace interactions with clients from diverse cultural backgrounds (c).

Areas for students to improve include:

• having a clear understanding of the key words in the question and not confusing ‘rapport’ with ‘a report’ (b)
• showing a range of ways rapport is developed with a customer (b)
• relating the policy or procedure to working with clients from diverse cultural backgrounds (c)
• providing supporting features or examples for an identified policy or procedure (c).

Question 17

In better responses, students were able to:

• correctly identify what PPE stands for (a)
• explain why PPE is used, not just what it is (b)
• use specific tourism and event examples (b)
• apply risk management strategies to employees AND clients (b).

Areas for students to improve include:

• ensuring examples used don’t relate only to another industry, for example, hospitality (b)
• providing more than one example (b)
• removing repetition of the question in their answer (b).

Question 18

In better responses, students were able to:

• describe the features of ‘how’ the concept of fair and equitable treatment is actually applied when serving customers.

Areas for students to improve include:

• reviewing their response to ensure that it addresses the question requirements
• avoiding a common error which was to give a definition of ‘fair and equitable’, without describing how it is applied when serving customers.

Question 19

In better responses, students were able to:

• show a clear understanding of key words in the question and recognise the intent of the question and its requirements
• distinguish between environmental and Work Health and Safety (WHS) hazards
• communicate ideas using relevant Tourism, Travel and Events industry workplace examples.

Areas for students to improve include:

• making the link regarding how effective reporting processes address environmental hazards, rather than merely describing a reporting process
• reviewing their response to ensure that it addresses the question requirements because a common error was that students did not give examples when it was explicitly asked for in the question
• showing an understanding of the difference between environmental and WHS hazards.

Question 20

In better responses, students were able to:

• name the four costs as outlined in the syllabus
• explain two costs giving appropriate examples for both employees and employers
• relate the costs well to the Tourism, Travel and Events industry.

Areas for students to improve include:

• knowing the correct names of the costs
• explaining costs correctly
• providing more than one example in the Tourism, Travel and Events industry.

Question 21

In better responses, students were able to:

• label the map correctly for most numbers
• highlight geographical features using more than a dot
• correctly refer to the Tropic of Capricorn.

Areas for students to improve include:

• knowing the correct location of destinations
• correctly labelling geographical features
• not confusing the Tropic of Capricorn with the Tropic of Cancer.

In better responses, students were able to:

• describe what an attraction is and why they are important
• use correct examples by name
• define relationships to more than one other sector.

Areas for students to improve include:

• using several industry examples and correctly name attractions
• providing clear connections between more than two sectors
• not repeating the question in their response.

Question 23

In better responses, students were able to:

• clearly outline TWO selling techniques with examples (a)
• show how both features and benefits help sell a product to a customer by meeting their needs (b)
• provide relevant examples of both features and benefits (b)
• address all parts of the question to explain current issues in the industry, such as, COVID-19, major weather events, and show how the current issue has changed Conditions of Sale to benefit the customer (c)
• incorporate references from both the extracts and relevant industry examples (c).

Areas for students to improve include:

• knowing the difference between a selling technique and a marketing strategy or a method of communication with the customer (a)
• correctly differentiating between a feature and a benefit, and applying that knowledge to a relevant example of each (b)
• reviewing their response to ensure that it addresses the question requirements (c)
• avoiding a common error which was where an issue was either not identified or not explained (c)
• avoiding a common error which was to simply compare and repeat the information on the extract with no explanation why the changes occurred (c)
• using relevant and specific Tourism, Travel and Events industry examples, rather than just ‘ticket’, or providing no example (c)
• relating to the question throughout the response (c).

Question 24

In better responses, students were able to:

• correctly name two different types of events (a)
• provide examples for both types named (a)
• identify that there are six key phases (b)
• correctly name the six phases (b)
• describe each phase and use industry terminology (b)
• address a range of current event industry issues (c)
• use industry terminology and examples, for example, using Eventbrite to conduct online registrations to stop the spread of COVID (c)
• relate each issue to respective regulations (c).

Areas for students to improve include:

• referring to event types instead of classifications (a)
• providing sufficient examples (a)
• describing more than one phase in depth (b)
• clarifying differences between phases and terminology (b)
• using correct event industry examples (b)
• providing more than COVID as a current issue (c)
• providing industry examples of the regulations or guidelines required when staging an event (c)
• relating cause and effect of current issues (c).