Tourism, Travel and Events 2023 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 HSC Content from the syllabus
• communicate ideas and information using relevant tourism and travel or events industry workplace examples, and industry terms
• be prepared to address a range of relevant tourism and travel or 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(a)

In better responses, students were able to:

• provide characteristics of the correct climate based on the season, for example, identifying the winter season is a dry time of year
• name the climate zone applicable to the geographical region, for example, desert or sub-tropical
• provide correct examples of temperature ranges applicable to the season, for example, average temperature ranges for June in Alice Springs are between 6 and 21 degrees Celsius.

Areas for students to improve include:

• knowing the difference between climate zones in Australia, for example, desert or sub-tropical
• knowing the difference between a climate and a season, for example, climate describes what the weather is like over a long period of time in a specific location.

Question 16(b)

In better responses, students were able to:

• identify all States and Territories correctly
• identify all cities marked on the map correctly
• identify bodies of water correctly, for example, Perth in WA is located on the Swan River.

Areas for students to improve include:

• identifying a body of water in each city, for example, this could include a harbour, lake, or river.

Question 17(a)

In better responses, students were able to:

• provide TWO benefits for customers, for example, brochures that are accessible online allow customers to access them faster and at a time that suits them, as well as likely being more up to date than hardcopy brochures
• ensure the benefits are useful for customers rather than useful for the business, for example, the customer can easily share information located on the internet electronically with friends.

Areas for students to improve include:

• avoiding listing benefits without connecting them to why they are beneficial for the customer.

Question 17(b)

In better responses, students were able to:

• provide a realistic problem, for example, customers may not understand important conditions of sale and be left unable to change their booking, if needed.

Areas for students to improve include:

• ensuring the response relates the problem to a travel related website/experience, rather than a generically saying ‘the internet might crash’.

Question 18

In better responses, students were able to:

• explain the purpose of the legislation, with reference to the industry, for example, the Privacy Act 1998 (Cth) aims to protect customers’ personal information by making sure it is handled securely and not shared. A travel agency must make sure it complies with this law by having a secure online system that removes credit card details once the sale is finalised
• reference credits cards, passport information, contact details, or medical information as part of the industry context.

Areas for students to improve include:

• ensuring they explain the purpose of the Act, rather than just repeating the question
• providing relevant industry context, for example, not sharing travel details with anyone but the traveller.

Question 19

In better responses, students were able to:

• demonstrate knowledge of different types of communication required to determine the needs, preferences and expectations of customers. For example, active listening shows interest in what the customer wants. This could be shown by writing down information communicated by the customer and repeating the information back to the customer for clarification (a)
• provide examples in a tourism, travel and/or events industry context. For example, a reflective question such as 'what did you like most about your recent stay at the Hilton?' (b)
• provide an example of non-verbal communication, for example, head nodding confirms understanding the customer’s needs (c).

Areas for students to improve include:

• identifying techniques within each communication type that help determine customer needs
• providing examples that relate to a tourism, travel or events industry setting
• outlining rather than just listing responses.

Question 20

In better responses, students were able to:

• provide a range of risk management strategies, for example, assessing risks, minimising risks, removing hazards and eliminating problems
• relate strategies to a tourism, travel and/or events workplace, for example, workers at a music festival may be exposed to the sun for long periods and by wearing correct personal protective equipment (PPE) they can minimise the impact. This could include wearing long sleeve shirts and sunscreen.

Areas for students to improve include:

• avoiding using generic examples applicable to any workplace like leads exposed on a floor
• demonstrating knowledge of several different risk management strategies, rather than just one, used in tourism, travel or events workplaces.

Question 21

In better responses, students were able to:

• provide the steps to follow in an evacuation relating to a fire alarm sounding in the correct order, for example, promptly and calmly exiting the building, follow evacuation instructions and directions from staff, including obeying relevant signage and evacuation plans.
• include checking no one is left behind or accounting for others at the assembly point.

Areas for students to improve include:

• including important information that corresponds with each step, for example, follow the green emergency exit signs and avoid using lifts, rather than just 'exit the building’
• providing a range of steps rather than just including exit signs and marking the roll.

In better responses, students were able to:

• demonstrate knowledge in the three impact areas of local communities, culture and environment
• outline both positive and negative effects of increased visitors to an area in each of the impact areas. For example, a negative to the local communities might be increased congestion and overcrowding, but a positive is more tourist dollars spent in local businesses which then increases the standard of living for many families
• provide examples of attractions or events for each impact area. For example, the township of Byron Bay has a huge influx of tourists when music festivals like Bluesfest are scheduled. Not only do these events increase local employment and fill hotels, but they also may impact negatively on the environment. This is particularly the case if it has been raining as it may take many months for the ground to recover and grass to grow again.

Areas for students to improve include:

• providing more industry specific examples by naming places, events, or attractions. For example, when the women’s FIFA world cup soccer is on in Sydney, hotels like the Novotel at Homebush are fully booked and more people are employed
• ensuring all impact areas are addressed, for example, addressing environmental and economic impacts on local communities, including cultural aspects
• identifying both negative and positive impacts on the local communities in terms of the economy and infrastructure, cultural significance, and environmental factors. For example, the local economy may experience an increased standard of living, but this comes at a cost of higher house prices in the long term.

Question 23(a)

In better responses, students were able to:

• recognise the difference between unit prices and calculate all products correctly. For example, the booking fee only applying to adults on the booking
• use a calculator to check working and arrive at the correct total.

Areas for students to improve include:

• checking on what basis the calculation is required. For example, ‘per room’ or ‘per person’ or ‘per day’
• referring to the specific details in the question, for example, although four people are travelling, the infant is not charged.

Question 23(b)

In better responses, students were able to:

• recognise that underquoting results in loss of profit
• recognise that overquoting results in loss of potential client
• show the connection between trust and loyalty leading to repeat customers. For example, if quotes are not accurate, the customer will not trust the operator and book elsewhere.

Areas for students to improve include:

• explaining why providing correct information is important, for example, looking unprofessional
• highlighting accuracy is important in terms of cost, but also in terms of information being current. For example, the inclusions at a hotel quoted should be accurate so the customer gets what they are expecting when they get there
• demonstrating the correlation between correct quoting and profit or loss of the business.

Question 23(c)

In better responses, students were able to:

• demonstrate techniques to close the sale using the terms and conditions, for example, 'to go ahead and book and lock this price in, please note a deposit of $100 per adult is due now’
• refer to all products in the quote, including flights, hotel, car hire, travel insurance, and the booking fee
• outline the benefit to the client of specific features for all the products included. For example, the cost saving of booking the promotional airfare
• refer to a range of terms and conditions, including specific due dates.

Areas for students to improve include:

• addressing all parts of the question, for example, including details on features and benefits, as well as terms and conditions
• knowing what a feature is opposed to a benefit, for example, a feature of a hotel is a pool and the benefit it provides is relaxation
• avoiding repeating the information provided and adding the required information, explaining the terms and conditions
• including the next steps for the customer to close the sale, for example, ‘this quote expires in 7 days. Please contact me to make your booking today.’
• including relevant details found in an email, for example, today's date
• using specific dates to show understanding of the terms and conditions, for example, a specific date for the quotation expiry or deposit requirements.

Question 24(a)

In better responses, students were able to:

• recognise different prices for similar items and calculate all correctly
• use a calculator to check working and arrive at the correct total.

Areas for students to improve include:

• identifying all products requiring a calculation
• checking on what basis the calculation is required, for example, per table.

Question 24(b)

In better responses, students were able to:

• define the differences between on-site and virtual event registrations
• identify advantages of both types. For example, in person registration required at some events as identification must be checked ensuring the person participating is the one who has registered. Online registration can save time and money as participants don’t need to travel to this site.
• provide relevant event examples requiring registrations such as the Sydney Marathon or a music concert.

Areas for students to improve include:

• outlining both on-site and virtual types of event registration
• avoiding confusion around online registrations being only applicable to online events. For example, online registration takes place, for many, in person for events like music concerts
• providing advantages and disadvantages for both types of registration including time saving and cost-effective processes to gather information in advance
• referring to relevant types of events that require different types of registration.

Question 24(c)

In better responses, students were able to:

• name additional products and/or services required for an event, for example, catering, music options like a DJ, a cake table, and invitations
• highlight the important terms and conditions such as cancellation fees applicable after booking
• refer to relevant dates including quotation expiry or when deposits are due
• refer to the quotation provided as an attachment.

Areas for students to improve include:

• including a range of additional products required for the event to go ahead. For example, this could include services required before an event like preparing invitations or managing RSVPs, or products needed at the event itself like music and catering options
• referring to important terms and conditions. For example, advising the customer that nothing has been booked and venues are subject to availability at the time of booking
• outlining next steps for customers to accept the quotation. For example, ‘if you wish to go ahead and reserve this venue, please confirm in writing as soon as possible’
• including relevant dates, for example, the deposit due date or the date the email was sent.