Tourism, Travel and Events 2025 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
• provide 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:

• interpret all parts of the question correctly (a)
• identify the main gateways to Tasmania (a)
• provide a range of gateways, including air and sea (a)
• describe the tourist appeal of the East Coast of Tasmania (b)
• identify a geographical feature and a popular activity that attracts tourists (b).

Areas for students to improve include:

• identifying that a gateway is a place, not a mode of transport (a)
• identifying gateways in the correct state of Tasmania (a)
• describing the tourist appeal of the East Coast of Tasmania (b)
• identifying specific activities and geographical features (b)
• providing examples to support responses (b).

Question 17

In better responses, students were able to:

• correctly outline two hazards that may occur in this setting, for example, tail swipe from a whale, collision with another vessel, rough seas (a)
• describe a range of strategies to minimise typical hazards (b)
• provide detail on each strategy and how it can be implemented (b).

Areas for students to improve include:

• outlining the required number of hazards (a)
• ensuring hazards are applicable to the cruise setting (a)
• ensuring hazards are realistic for the setting (a)
• describing strategies to reduce risk, rather than practices undertaken after the hazard has occurred (b)
• ensuring a range of strategies is included, rather than one (b)
• ensuring identified strategies are applicable to this type of tourist activity (b).

Question 18

In better responses, students were able to:

• demonstrate an understanding of an industry accreditation scheme
• address both customer and business benefits
• provide relevant industry examples.

Areas for students to improve include:

• supporting the benefits of industry accreditation schemes with industry examples
• outlining the benefits to both customers and businesses.

Question 19

In better responses, students were able to:

• identify that immediately apologising and cleaning the room is necessary (a)
• suggest add-ons for compensation, for example, a room upgrade or voucher to use on board (a)
• describe preventative practices that could be implemented long term, like training housekeeping staff, and updating marketing material with correctly advertised amenities (b).

Areas for students to improve include:

• outlining two steps, rather than only suggesting room cleaning (a)
• describing a range of relevant preventative workplace practices specific to cruise accommodation, such as preboarding checks, cleaning checklists, staff training, maintenance logs, improved communication between teams (b).

Question 20

In better responses, students were able to:

• identify distinct seasons and the climactic changes they bring (a)
• name features specific to the north of Western Australia, for example, tropical cyclones occur in the summer months (a)
• identify a range of tourist activities across Western Australia (b)
• outline the differences in temperature in different parts of Western Australia (b)
• outline the best times to visit tourist areas (b).

Areas for students to improve include:

• ensuring the correct geographical area is referred to (a)
• outlining the differences between temperatures in distinct seasons (a)
• recognising climatic features are more than just the air temperature (a)
• identifying a range of tourist attractions specific to Western Australia, rather than listing generic attractions, for example, good beaches (b)
• describing the advantages to visiting certain attractions in different seasons (b).

Question 21

In better responses, students were able to:

• indicate the key principles of equal employment opportunity (EEO) as equality of race, gender, age and religion (a)
• demonstrate an understanding of why these principles are in place (a)
• provide strategies that focus on building knowledge, for example, staff training (b)
• describe the effect on international customers, rather than employees (b)
• provide relevant examples to support identified strategies (b).

Areas for students to improve include:

• avoiding generic responses that repeat the question, for example, it ensures employment is equal (a)
• outlining all principles of equality that form equal employment opportunity (a)
• understanding the difference between EEO and the anti-discrimination act (a)
• ensuring strategies to benefit the customer are described (b)
• providing a range of strategies that can be adopted as part of employee onboarding or ongoing training (b)
• providing examples to support each strategy, for example, being aware of personal space and different cultural greetings (b).

Question 22 (a)

In better responses, students were able to:

• identify information relevant to an affected passenger
• state clearly the different types of information provided by the sources listed in the question
• provide a scenario that may have caused the delay.

Areas for students to improve include:

• answering, rather than repeating the question
• expanding on information presented, rather than providing a list
• recognising the passenger will need to receive information
• determining the difference between government websites and airline apps.

Question 22 (b)

In better responses, students were able to:

• provide clear a justification of why an expense was incurred by the airlines
• outline why the decision was made by the airlines to provide affected passengers with accommodation
• link customer satisfaction with overall loyalty and brand reputation, for example, the business is now more likely to receive more customers.

Areas for students to improve include:

• justifying why the decision was made, rather than simply saying it was a good idea
• outlining how the decision considered passenger needs and concerns.

Question 22 (c)

In better responses, students were able to:

• identify different sectors of the tourism and travel industry impacted by delayed flights
• focus on industry impacts, such as, increased pressure on customer service teams, rather than on customer impacts.

Areas for students to improve include:

• using realistic examples of the impacts of delayed flights to support the response
• avoiding a repetition of the question
• relating to more than one tourism and travel business that is impacted by delayed flights
• referencing insurance businesses as being key stakeholders engaged in this scenario
• using industry terminology.

Question 23 (a)

In better responses, students were able to:

• clearly outline the difference between off-site, on-site, and virtual events
• use correct industry terminology, for example, identify key tools when using virtual platforms
• explain the differences between and advantages of all three event types.

Areas for students to improve include:

• ensuring the differences between all three types of events are outlined
• providing relevant examples that relate to the event types.

Question 23 (b)

In better responses, students were able to:

• provide a justification using correct examples of benefits which link to the question
• describe the impact wellness has on employees.

Areas for students to improve include:

• justifying the response with correct examples
• describing the location and benefits of holding an on-site event
• identifying how outsourcing an off-site event would have a positive impact on staff.

Question 23 (c)

In better responses, students were able to:

• address both accuracy and timelines through all stages of event management
• provide relevant examples for each event stage.

Areas for students to improve include:

• avoiding a repetition of the question
• using relevant examples that relate to positive experiences when timelines are followed, and negative experiences when they are not
• discussing how both accuracy and timelines are factors that can affect budget.

Question 24

In better responses, students were able to:

• identify that sustainability applies to social, cultural and economic strategies, and not just environmental strategies
• explain how recommended strategies relate to Kakadu National Park
• identify where Kakadu National Park is and outline how it is different from other national parks
• describe the importance of preserving sacred Aboriginal sites
• link tourist activities to sustainability in a national park, for example, extensive 4WD access destroying flora and fauna.

Areas for students to improve include:

• identifying which state Kakadu National Park is located in
• relating strategies to a national park setting
• covering strategies that tourists and businesses could use
• avoiding repeating the question and providing information irrelevant to the question
• using appropriate examples for an outdoor area, rather than focusing on minimising waste in an office setting.