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- Title: Tourism Learning Matrix
- Description: Tourism Learning Matrix
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- Tourism Learning Matrix.pdf
- Description: Tourism Learning Matrix
What is Tourism about?
Subject-specific terms can be found in the glossary.
Tourism as a force for good, for all.
Our Tourism waka
The four tourism values of manaakitanga, whanaungatanga, kaitiakitanga, and tino rangatiratanga underpin all Big Ideas, Significant Learning, and the teaching and learning in this area of study. The image of tourism as a waka, with these four values as our paddles, forging into the future with absolute reliance on the power of these values to shape and give direction to our kaiako and ākonga, leaving ripples of positive effect in our wake, is the vision we intend our ākonga to carry with them into their future.
Ākonga will honour people and places through these values and will see them woven throughout the teaching and learning. They will appreciate and be sensitive to the regeneration and revitalisation of te taiao while being responsible for a positive future for our cultural taonga. It is intended that ākonga who take part in this learning will continue to act on these tourism values throughout their lives. These values are not only for Aotearoa New Zealand and the Pacific but are deeply embedded in international tourism issues and will be central to the teaching and learning in those areas.
Respect for mana is conveyed through manaakitanga which embodies the reciprocal act of respecting, upholding, and supporting the mana of ourselves, our manuhiri, tangata Tiriti, tangata whenua, and Pacific peoples.
Honouring, developing, and maintaining positive relationships and connections is borne out through whanaungatanga. This understanding of our human-human kinship and the resultant obligations and responsibilities to humanity, present and future, will inform our ākonga in their interactions with each other and the tourism industry.
Understanding our human-nature kinship and the resultant obligations and responsibilities is borne out through kaitiakitanga. Our ākonga will recognise that we must nurture, protect, and care for te taiao as well as our cultural taonga, and that this will form the basis of much of their future in tourism.
Tino rangatiratanga is both in reference to Article 2 of Te Tiriti o Waitangi as well as a contemporary Māori philosophy guiding our approach to governance, leadership, and management of Aotearoa New Zealand tourism. Our ākonga will recognise and act on the knowledge that local people and mana whenua must be involved in decisions that affect their lives and opportunities.
Tourism as an Achievement Standard subject
Tourism derives from the Social Sciences Learning Area and is a social, cultural, political, environmental, and economic phenomenon which is studied from a holistic perspective through multi- and transdisciplinary lenses. Studying Tourism through a variety of perspectives and contexts invites ākonga to analyse past and present practices, look towards possible future practices, and supports them to develop a range of transferable skills and key competencies in preparation for further study and/or the world of work and lifelong learning.
Ākonga will learn about the role and impact of tourism within local, regional, national, and global communities. They will also investigate the impact on tourism from local, national, and global events such as the COVID-19 pandemic – including the way the tourism sector has adapted and responded to the disruption caused by this and other events.
Ākonga who study tourism will engage in critical, innovative, and detailed conceptual thinking. They will engage with authentic, relevant content that is applicable to local, regional, national, and global contexts, and that is challenging and flexible. They will also experience a broad-based, knowledge-rich curriculum, while considering tourism-specific issues within dynamic contexts. Ākonga will develop the ability to critically analyse, use their initiative, think creatively, and collaborate through the study of Tourism.
The relationship between culture, society, environment, economics, politics and power, and tourism is a critical focus in Tourism, given the significant role tourism plays in Aotearoa New Zealand, the Pacific, and the rest of the world. Tourism will also require ākonga to understand the practical and strategic nature of tourism as a business and its explicit links to industry. The ethical, moral, and cultural considerations within tourism as a business are also areas in which ākonga will critically examine the nature of tourism.
The acquisition of knowledge or skills underpinned by te ao Māori, and the Pacific worldview, and woven through the Significant Learning and, by extension, classroom activities, allows wide ranging opportunities for ākonga to interact with a variety of worldviews. The critical thinking and open-mindedness engendered through this style and area of learning encourages non-judgemental and forward-thinking attitudes and outlooks. This is an essential aspect in Tourism studies and contributes to future pathways through the proficiency in soft skills such as collaboration, collectivity, communication, and problem-solving.
Storytelling is an integral part of tourism which means that ākonga will experience meaningful interactions by linking Tourism learning to local areas. Engagement with local tourism businesses and iwi, and focused inquiry will enhance ākonga understanding of the whakapapa of their local communities, enabling ākonga to then consider links with other tourism communities regionally, nationally, and globally.
The diversity of the tourism industry and the subject itself makes it an area of study which is naturally inclusive, accessible, and of interest to a wide range of ākonga. Ākonga who study Tourism are equipped with the knowledge and skills that will have them prepared for a myriad of pathways from which to choose. The enormous number of opportunities for personal growth and career development and movement in the tourism sector allows ākonga to play to their strengths and develop their interests through vocational, academic, or workplace learning.
Subject-specific terms can be found in the glossary.
Tourism as a force for good, for all.
Our Tourism waka
The four tourism values of manaakitanga, whanaungatanga, kaitiakitanga, and tino rangatiratanga underpin all Big Ideas, Significant Learning, and the teaching and learning in this area of study. The image of tourism as a waka, with these four values as our paddles, forging into the future with absolute reliance on the power of these values to shape and give direction to our kaiako and ākonga, leaving ripples of positive effect in our wake, is the vision we intend our ākonga to carry with them into their future.
Ākonga will honour people and places through these values and will see them woven throughout the teaching and learning. They will appreciate and be sensitive to the regeneration and revitalisation of te taiao while being responsible for a positive future for our cultural taonga. It is intended that ākonga who take part in this learning will continue to act on these tourism values throughout their lives. These values are not only for Aotearoa New Zealand and the Pacific but are deeply embedded in international tourism issues and will be central to the teaching and learning in those areas.
Respect for mana is conveyed through manaakitanga which embodies the reciprocal act of respecting, upholding, and supporting the mana of ourselves, our manuhiri, tangata Tiriti, tangata whenua, and Pacific peoples.
Honouring, developing, and maintaining positive relationships and connections is borne out through whanaungatanga. This understanding of our human-human kinship and the resultant obligations and responsibilities to humanity, present and future, will inform our ākonga in their interactions with each other and the tourism industry.
Understanding our human-nature kinship and the resultant obligations and responsibilities is borne out through kaitiakitanga. Our ākonga will recognise that we must nurture, protect, and care for te taiao as well as our cultural taonga, and that this will form the basis of much of their future in tourism.
Tino rangatiratanga is both in reference to Article 2 of Te Tiriti o Waitangi as well as a contemporary Māori philosophy guiding our approach to governance, leadership, and management of Aotearoa New Zealand tourism. Our ākonga will recognise and act on the knowledge that local people and mana whenua must be involved in decisions that affect their lives and opportunities.
Tourism as an Achievement Standard subject
Tourism derives from the Social Sciences Learning Area and is a social, cultural, political, environmental, and economic phenomenon which is studied from a holistic perspective through multi- and transdisciplinary lenses. Studying Tourism through a variety of perspectives and contexts invites ākonga to analyse past and present practices, look towards possible future practices, and supports them to develop a range of transferable skills and key competencies in preparation for further study and/or the world of work and lifelong learning.
Ākonga will learn about the role and impact of tourism within local, regional, national, and global communities. They will also investigate the impact on tourism from local, national, and global events such as the COVID-19 pandemic – including the way the tourism sector has adapted and responded to the disruption caused by this and other events.
Ākonga who study tourism will engage in critical, innovative, and detailed conceptual thinking. They will engage with authentic, relevant content that is applicable to local, regional, national, and global contexts, and that is challenging and flexible. They will also experience a broad-based, knowledge-rich curriculum, while considering tourism-specific issues within dynamic contexts. Ākonga will develop the ability to critically analyse, use their initiative, think creatively, and collaborate through the study of Tourism.
The relationship between culture, society, environment, economics, politics and power, and tourism is a critical focus in Tourism, given the significant role tourism plays in Aotearoa New Zealand, the Pacific, and the rest of the world. Tourism will also require ākonga to understand the practical and strategic nature of tourism as a business and its explicit links to industry. The ethical, moral, and cultural considerations within tourism as a business are also areas in which ākonga will critically examine the nature of tourism.
The acquisition of knowledge or skills underpinned by te ao Māori, and the Pacific worldview, and woven through the Significant Learning and, by extension, classroom activities, allows wide ranging opportunities for ākonga to interact with a variety of worldviews. The critical thinking and open-mindedness engendered through this style and area of learning encourages non-judgemental and forward-thinking attitudes and outlooks. This is an essential aspect in Tourism studies and contributes to future pathways through the proficiency in soft skills such as collaboration, collectivity, communication, and problem-solving.
Storytelling is an integral part of tourism which means that ākonga will experience meaningful interactions by linking Tourism learning to local areas. Engagement with local tourism businesses and iwi, and focused inquiry will enhance ākonga understanding of the whakapapa of their local communities, enabling ākonga to then consider links with other tourism communities regionally, nationally, and globally.
The diversity of the tourism industry and the subject itself makes it an area of study which is naturally inclusive, accessible, and of interest to a wide range of ākonga. Ākonga who study Tourism are equipped with the knowledge and skills that will have them prepared for a myriad of pathways from which to choose. The enormous number of opportunities for personal growth and career development and movement in the tourism sector allows ākonga to play to their strengths and develop their interests through vocational, academic, or workplace learning.
Big Ideas and Significant Learning
This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Tourism Big Idea.
The Social Sciences Learning Area, including its whakatauākī, inform this subject’s Significant Learning – learning that is critical for students to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their Level 7 learning. The Learning Area's whakatauākī is:
Unuhia te rito o te harakeke kei whea te kōmako e kō?
Whakatairangitia – rere ki uta, rere ki tai;
Ui mai koe ki ahau he aha te mea nui o te ao,
Māku e kī atu he tangata, he tangata, he tangata!Remove the heart of the flax bush and where will the kōmako sing?
Proclaim it to the land, proclaim it to the sea;
Ask me, “What is the greatest thing in the world?”
I will reply, “It is people, people, people!”Nā, Meri Ngāroto, Te Aupōuri (1830s)
The Social Science whakatauākī is central to the study of tourism. Through the whakatauākī, we see and understand how people and environment are essential to tourism and must be preserved for tourism to be enduring. For our subject, the harakeke is tourism, and the heart of the harakeke is the wellbeing of people and the environment.
We must protect the centre of the harakeke as the heart of the whānau. If we remove the heart of the harakeke, it will not survive. The fan (extended family) is the most regenerative part of the flax bush and the seeds that grow from the fan are, metaphorically, our future generations. We must protect our people and land (the heart of the harakeke) so they thrive while we use the fan of the harakeke in ways that do not endanger it. And thus, in tourism, acting with regeneration, responsibility, and revitalisation always in mind, we protect the heart of the harakeke.
The endangered kōmako represents our ākonga. Regenerative, responsible, and revitalising tourism will allow ākonga to engage with and observe the world around them. Ākonga will be able to sing their song and live their lives from a place that is strong, secure, and supportive; one that has been nurtured by generations before them. Our ākonga will spread the seeds of the harakeke so the entire harakeke garden thrives.
The whakatauākī carries wisdom about creating a place and a space that is strong, that has future generations in mind, and that has the wellbeing of, and our connection to, the natural environment in mind. We are the trustees for future generations and must carry that responsibility and those obligations in the centre of our being.
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 7 and indicative learning for Level 8. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.
There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area or an idea that students are particularly interested in. This context must relate to at least one Big Idea and may also link to other Big Ideas.
There are four Big Ideas in Tourism. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Tourism Big Idea.
The Social Sciences Learning Area, including its whakatauākī, inform this subject’s Significant Learning – learning that is critical for students to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their Level 7 learning. The Learning Area's whakatauākī is:
Unuhia te rito o te harakeke kei whea te kōmako e kō?
Whakatairangitia – rere ki uta, rere ki tai;
Ui mai koe ki ahau he aha te mea nui o te ao,
Māku e kī atu he tangata, he tangata, he tangata!Remove the heart of the flax bush and where will the kōmako sing?
Proclaim it to the land, proclaim it to the sea;
Ask me, “What is the greatest thing in the world?”
I will reply, “It is people, people, people!”Nā, Meri Ngāroto, Te Aupōuri (1830s)
The Social Science whakatauākī is central to the study of tourism. Through the whakatauākī, we see and understand how people and environment are essential to tourism and must be preserved for tourism to be enduring. For our subject, the harakeke is tourism, and the heart of the harakeke is the wellbeing of people and the environment.
We must protect the centre of the harakeke as the heart of the whānau. If we remove the heart of the harakeke, it will not survive. The fan (extended family) is the most regenerative part of the flax bush and the seeds that grow from the fan are, metaphorically, our future generations. We must protect our people and land (the heart of the harakeke) so they thrive while we use the fan of the harakeke in ways that do not endanger it. And thus, in tourism, acting with regeneration, responsibility, and revitalisation always in mind, we protect the heart of the harakeke.
The endangered kōmako represents our ākonga. Regenerative, responsible, and revitalising tourism will allow ākonga to engage with and observe the world around them. Ākonga will be able to sing their song and live their lives from a place that is strong, secure, and supportive; one that has been nurtured by generations before them. Our ākonga will spread the seeds of the harakeke so the entire harakeke garden thrives.
The whakatauākī carries wisdom about creating a place and a space that is strong, that has future generations in mind, and that has the wellbeing of, and our connection to, the natural environment in mind. We are the trustees for future generations and must carry that responsibility and those obligations in the centre of our being.
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 7 and indicative learning for Level 8. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.
There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area or an idea that students are particularly interested in. This context must relate to at least one Big Idea and may also link to other Big Ideas.
There are four Big Ideas in Tourism. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
Big Idea Body:
This Big Idea connects tourism practice with ideology that is from and of te ao Māori. Mauri ora refers to the ‘life essence’ or ‘life force’ of the living and the non-living. In literal terms, it means “healthy life essence”, and this optimal state of wellbeing and wellness is what the vision of tourism in this Big Idea pertains to. Understanding mauri ora is vital for ākonga to participate fully as members of the Aotearoa New Zealand community, and is connected to the optimal, life-giving capacity of the natural environment and ecosystems. Guardianship and trusteeship of natural taonga is essential for future generations to thrive.
Aotearoa New Zealand, a Pacific nation, acknowledges and highlights the commonalities across our Pacific nations and the values that link us. These commonalities and values are woven through the Big Ideas and Significant Learning and will be integral to teaching and learning in Tourism.
Understanding and absorbing this knowledge at New Zealand Curriculum Level 7 of their education will assist ākonga in their chosen pathway as they move into vocational or tertiary education; it will assist them as they participate in the communities and workplaces of the future. This Big Idea will ensure that ākonga concentrate on the four Tourism values of manaakitanga, whanaungatanga, kaitiakitanga, and tino rangatiratanga. It also includes the essential learning that underpins the drive to be regenerative and revitalising. It will enable ākonga to acknowledge and encourage a sense of community, the feelings of safety and belonging thus engendered, and inspire them to be mindful and inclusive. That means they will see the person first, acknowledge the idea of peoples and collective identities, and use high-level critical thinking and problem-solving skills to support inclusion and accessibility for all.
Placing mauri ora at the centre of destination management and decision-making is essential to the future of tourism
This Big Idea connects tourism practice with ideology that is from and of te ao Māori. Mauri ora refers to the ‘life essence’ or ‘life force’ of the living and the non-living. In literal terms, it means “healthy life essence”, and this optimal state of wellbeing and wellness is what the vision of tourism in this Big Idea pertains to. Understanding mauri ora is vital for ākonga to participate fully as members of the Aotearoa New Zealand community, and is connected to the optimal, life-giving capacity of the natural environment and ecosystems. Guardianship and trusteeship of natural taonga is essential for future generations to thrive.
Aotearoa New Zealand, a Pacific nation, acknowledges and highlights the commonalities across our Pacific nations and the values that link us. These commonalities and values are woven through the Big Ideas and Significant Learning and will be integral to teaching and learning in Tourism.
Understanding and absorbing this knowledge at New Zealand Curriculum Level 7 of their education will assist ākonga in their chosen pathway as they move into vocational or tertiary education; it will assist them as they participate in the communities and workplaces of the future. This Big Idea will ensure that ākonga concentrate on the four Tourism values of manaakitanga, whanaungatanga, kaitiakitanga, and tino rangatiratanga. It also includes the essential learning that underpins the drive to be regenerative and revitalising. It will enable ākonga to acknowledge and encourage a sense of community, the feelings of safety and belonging thus engendered, and inspire them to be mindful and inclusive. That means they will see the person first, acknowledge the idea of peoples and collective identities, and use high-level critical thinking and problem-solving skills to support inclusion and accessibility for all.
Big Idea Body:
The responsible, regenerative, and revitalising vision of Tourism will ensure that, in the future, ākonga will strive to develop and ensure a tourism industry that is ethically responsible and positively shaping communities and environments. This means that ākonga studying Tourism will also identify and understand the historically positive and negative aspects of tourism on people and places – with an emphasis on Indigenous narratives to support the addressing of historical marginalisation and exploitation of Indigenous people, culture, and territories.
An understanding of the past, and a broad knowledge of regenerative processes will ensure that ākonga of Tourism consider various cultural practices, matters of respect for people and places, and environmental, technological, and innovative practices. Ākonga will problem-solve the issue of inclusion and accessibility in a wide variety of tourism experiential opportunities for many people.
The breadth of experience of our ākonga who live in or have lived in Pacific nations is of particular interest in this area of study. Their exposure to the positive and negative impacts of tourism will contribute real life and daily acquaintance with the way tourism can make changes to people and places.
Tourism aspires to be regenerative, and to focus on an ethically responsible future
The responsible, regenerative, and revitalising vision of Tourism will ensure that, in the future, ākonga will strive to develop and ensure a tourism industry that is ethically responsible and positively shaping communities and environments. This means that ākonga studying Tourism will also identify and understand the historically positive and negative aspects of tourism on people and places – with an emphasis on Indigenous narratives to support the addressing of historical marginalisation and exploitation of Indigenous people, culture, and territories.
An understanding of the past, and a broad knowledge of regenerative processes will ensure that ākonga of Tourism consider various cultural practices, matters of respect for people and places, and environmental, technological, and innovative practices. Ākonga will problem-solve the issue of inclusion and accessibility in a wide variety of tourism experiential opportunities for many people.
The breadth of experience of our ākonga who live in or have lived in Pacific nations is of particular interest in this area of study. Their exposure to the positive and negative impacts of tourism will contribute real life and daily acquaintance with the way tourism can make changes to people and places.
Big Idea Body:
The desire to enrich and empower peoples and communities is a vision which will underpin much of the learning our Tourism ākonga undertake. They will see the importance of processes and values in their investigations into the positive and negative impacts of tourism across Aotearoa New Zealand, the Pacific, and the world. They will learn how to identify how tourism has and has not enriched and empowered communities. Ākonga will engage with the local tourism community and a range of visiting stakeholders to investigate these positive and negative impacts, and inquire into policy and strategic approaches.
This will enhance the strategic thinking and problem-solving skills of ākonga as they investigate possible solutions and future-proofing for a variety of tourism issues, and will also offer them an opportunity to reflect, evaluate, and mitigate tourism matters for more positive outcomes. Ākonga will be encouraged to inquire into community engagement and decision-making by examining Regional Tourism Organisations’ strategic plans along with international conventions such as Sustainable Development Goals, and the United Nations Declaration on the Rights of Indigenous People. This will enable ākonga to enhance their critical citizenship high-level thinking skills by exploring and critiquing the manner in which these international goals are implemented, adhered to, or ignored.
It is important that Tourism ākonga be able to critically analyse the impacts of tourism on a community through a variety of cultural lenses in different contexts and explore community perspectives and values of tourism in the past, present, and future. The commercialisation of culture supported by the tourism industry is an area in which ākonga can explore the values and perspectives of various stakeholders involved in that commercialisation, and create solutions whilst applying the four Tourism values of manaakitanga, whanaungatanga, kaitiakitanga, and tino rangatiratanga.
The experience some ākonga have had in their own countries and local areas will inform this worldview and enable them to draw on their own knowledge and understanding.
Tourism aspires to positively shape, enrich, and empower communities, and to protect and preserve environments
The desire to enrich and empower peoples and communities is a vision which will underpin much of the learning our Tourism ākonga undertake. They will see the importance of processes and values in their investigations into the positive and negative impacts of tourism across Aotearoa New Zealand, the Pacific, and the world. They will learn how to identify how tourism has and has not enriched and empowered communities. Ākonga will engage with the local tourism community and a range of visiting stakeholders to investigate these positive and negative impacts, and inquire into policy and strategic approaches.
This will enhance the strategic thinking and problem-solving skills of ākonga as they investigate possible solutions and future-proofing for a variety of tourism issues, and will also offer them an opportunity to reflect, evaluate, and mitigate tourism matters for more positive outcomes. Ākonga will be encouraged to inquire into community engagement and decision-making by examining Regional Tourism Organisations’ strategic plans along with international conventions such as Sustainable Development Goals, and the United Nations Declaration on the Rights of Indigenous People. This will enable ākonga to enhance their critical citizenship high-level thinking skills by exploring and critiquing the manner in which these international goals are implemented, adhered to, or ignored.
It is important that Tourism ākonga be able to critically analyse the impacts of tourism on a community through a variety of cultural lenses in different contexts and explore community perspectives and values of tourism in the past, present, and future. The commercialisation of culture supported by the tourism industry is an area in which ākonga can explore the values and perspectives of various stakeholders involved in that commercialisation, and create solutions whilst applying the four Tourism values of manaakitanga, whanaungatanga, kaitiakitanga, and tino rangatiratanga.
The experience some ākonga have had in their own countries and local areas will inform this worldview and enable them to draw on their own knowledge and understanding.
Big Idea Body:
The study of the structure and theoretical models of the tourism industry allows ākonga to understand the motivations and behaviour of a wide variety of industry stakeholders. Ākonga will use data, opportunities for field work and access to a range of visiting stakeholders, research, and examination of past, present, and future issues to understand the many stakeholders and their roles and interconnections in the industry. Their decision-making skills will be developed through these studies and will be used to inform their understanding of case studies and examinations of aspects of the industry. They will investigate the political, economic, cultural, ethical, social, legal, and environmental impacts and issues within the sector. They will also consider the feasibility, viability, and profitability of tourism development(s).
Acknowledging and understanding the power dynamics involved in the industry in the past, the present, and the future will be an important aspect in the study of the tourism industry and could be used as part of the holistic approach to the study of tourism. Ākonga will use critical thinking skills to make connections across the industry in Aotearoa New Zealand, the Pacific, and on the global stage. Understanding the history of tourism will encourage ākonga to contextualise their learning from their own worldview and acknowledge the importance of Indigenous people and culture in both the study of and participation in tourism and the industry.
Tourism is a complex and dynamic system shaped by interconnected internal and external forces
The study of the structure and theoretical models of the tourism industry allows ākonga to understand the motivations and behaviour of a wide variety of industry stakeholders. Ākonga will use data, opportunities for field work and access to a range of visiting stakeholders, research, and examination of past, present, and future issues to understand the many stakeholders and their roles and interconnections in the industry. Their decision-making skills will be developed through these studies and will be used to inform their understanding of case studies and examinations of aspects of the industry. They will investigate the political, economic, cultural, ethical, social, legal, and environmental impacts and issues within the sector. They will also consider the feasibility, viability, and profitability of tourism development(s).
Acknowledging and understanding the power dynamics involved in the industry in the past, the present, and the future will be an important aspect in the study of the tourism industry and could be used as part of the holistic approach to the study of tourism. Ākonga will use critical thinking skills to make connections across the industry in Aotearoa New Zealand, the Pacific, and on the global stage. Understanding the history of tourism will encourage ākonga to contextualise their learning from their own worldview and acknowledge the importance of Indigenous people and culture in both the study of and participation in tourism and the industry.
Key Competencies in Tourism
Thinking
Students of Tourism will:
- use inquiry models appropriate to tourism research
- make meaning and informed decisions about possible futures, based on research findings, and an understanding of contemporary challenges
- explore how innovation and emerging technologies might be applied in ways that disrupt the status quo, aid in the development a more cohesive industry, and support a shift towards regenerative tourism
- identify opportunities that exist in information communication technologies to strengthen marketing, stakeholder engagement, and partnership
- evaluate tourism’s past social, cultural, economic, and environmental impacts by comparing and contrasting case studies through the lenses of a variety of cultural perspectives.
- critically review published tourism products over time. This could done through a study of how Māori and Pacific peoples and their cultures have been portrayed in tourism marketing and products. To what extent have Māori and Pacific peoples been able to exercise authority over the authenticity of how their culture is portrayed and experienced by visitors?
- extrapolate future consequences of continued over-tourism and unlimited visitor capacity on a destination’s host population, culture, and environment; problem-solve the contemporary challenges of tourism destination management
- develop a well-honed level of curiosity, taking an interest in the world and in other people’s lives
- develop systems thinking – be able to ascertain and make connections between multiple dimensions of both local and global issues.
Using language, symbols, and text
Students of Tourism will:
- use a range of multi-media digital and non-digital tools to research, to clarify information, and to communicate ideas and learning
- access information from a range of written, oral/audio, visual, kinaesthetic, and numeric sources that apply to specific ideas and concepts they are working to understand
- access traditional narratives, such as whakatauki/whakatauākī pūrākau, and pakiwaitara, to build an understanding of Māori values in relation to whanaungatanga, manaakitanga, kaitiakitanga, and tino rangatiratanga as they apply to a tourism context
- be considered and deliberate in the choice of communication technology, and the use of that technology, to reach specific stakeholders by using appropriate tone, style, content, and so on
- present and share their learning in various, authentic, and creative ways using digital technologies, language, symbols, and texts
- gather and interpret data to support, test, or generate a hypothesis, especially regarding the potential or actual impact of a tourism development or product
- use visual tools such as plus, minus, interesting things or implications (PMI) charts and Venn diagrams to help make sense of information from a range of written, oral/audio, visual, kinaesthetic, and numeric sources, and connect new knowledge to previous learning while making new connections between their ideas and the ideas of others.
Relating to others
Students of Tourism will:
- actively seek, consider, and respect varying perspectives, particularly of those historically marginalised, in their learning
- be encouraged to listen to the perspectives of others actively and responsively, clarifying understanding using reflective questions
- be respectful towards others, disagree diplomatically, and be cognizant of everyone's rights to have divergent beliefs, opinions, and perspectives
- develop an understanding of the diverse society in Aotearoa New Zealand and the Pacific, appreciating the differences in how various people experience tourism
- build an awareness of the reality of opposing interests and deliberately remain open-minded while all dimensions of a problem are considered
- understand and constructively position themselves in relation to a group which may be culturally diverse.
Managing self
Students of Tourism will:
- be aware of their own culture and its points of difference with other cultures
- be open-minded and refrain from judging others’ differences
- be tolerant, and be able to view their own and others' values as legitimate
- manage their own assumptions and biases and be aware of the ethical dimensions of their actions and communications
- practise resilience with their learning when things become difficult or the unexpected happens, learning the value of perseverance despite challenges. Failures are viewed as opportunities to learn and improve.
Participating and contributing
Students of Tourism will:
- be advocates for social justice, protectors of biodiversity, and promoters of equity in tourism
- engage in whakawhanaungatanga – connecting with others in their learning community and building upon the ideas of others to generate new and unique insights
- be open to emerging trends and new tourism discourses as well as extending those already begun in the industry
- make positive and valuable connections with whānau, hapū, iwi, and the wider community with a view to improve local stakeholder benefits and develop non-traditional partnerships
- take initiative and be proactive in exploring existing local opportunities to support and promote regenerative tourism, as well as developing proposals for new ones
- seek ways to understand a concept or solve a problem beyond the confines of the classroom
- encourage an entrepreneurial spirit in themselves and others.
Key Competencies
This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Thinking
Students of Tourism will:
- use inquiry models appropriate to tourism research
- make meaning and informed decisions about possible futures, based on research findings, and an understanding of contemporary challenges
- explore how innovation and emerging technologies might be applied in ways that disrupt the status quo, aid in the development a more cohesive industry, and support a shift towards regenerative tourism
- identify opportunities that exist in information communication technologies to strengthen marketing, stakeholder engagement, and partnership
- evaluate tourism’s past social, cultural, economic, and environmental impacts by comparing and contrasting case studies through the lenses of a variety of cultural perspectives.
- critically review published tourism products over time. This could done through a study of how Māori and Pacific peoples and their cultures have been portrayed in tourism marketing and products. To what extent have Māori and Pacific peoples been able to exercise authority over the authenticity of how their culture is portrayed and experienced by visitors?
- extrapolate future consequences of continued over-tourism and unlimited visitor capacity on a destination’s host population, culture, and environment; problem-solve the contemporary challenges of tourism destination management
- develop a well-honed level of curiosity, taking an interest in the world and in other people’s lives
- develop systems thinking – be able to ascertain and make connections between multiple dimensions of both local and global issues.
Using language, symbols, and text
Students of Tourism will:
- use a range of multi-media digital and non-digital tools to research, to clarify information, and to communicate ideas and learning
- access information from a range of written, oral/audio, visual, kinaesthetic, and numeric sources that apply to specific ideas and concepts they are working to understand
- access traditional narratives, such as whakatauki/whakatauākī pūrākau, and pakiwaitara, to build an understanding of Māori values in relation to whanaungatanga, manaakitanga, kaitiakitanga, and tino rangatiratanga as they apply to a tourism context
- be considered and deliberate in the choice of communication technology, and the use of that technology, to reach specific stakeholders by using appropriate tone, style, content, and so on
- present and share their learning in various, authentic, and creative ways using digital technologies, language, symbols, and texts
- gather and interpret data to support, test, or generate a hypothesis, especially regarding the potential or actual impact of a tourism development or product
- use visual tools such as plus, minus, interesting things or implications (PMI) charts and Venn diagrams to help make sense of information from a range of written, oral/audio, visual, kinaesthetic, and numeric sources, and connect new knowledge to previous learning while making new connections between their ideas and the ideas of others.
Relating to others
Students of Tourism will:
- actively seek, consider, and respect varying perspectives, particularly of those historically marginalised, in their learning
- be encouraged to listen to the perspectives of others actively and responsively, clarifying understanding using reflective questions
- be respectful towards others, disagree diplomatically, and be cognizant of everyone's rights to have divergent beliefs, opinions, and perspectives
- develop an understanding of the diverse society in Aotearoa New Zealand and the Pacific, appreciating the differences in how various people experience tourism
- build an awareness of the reality of opposing interests and deliberately remain open-minded while all dimensions of a problem are considered
- understand and constructively position themselves in relation to a group which may be culturally diverse.
Managing self
Students of Tourism will:
- be aware of their own culture and its points of difference with other cultures
- be open-minded and refrain from judging others’ differences
- be tolerant, and be able to view their own and others' values as legitimate
- manage their own assumptions and biases and be aware of the ethical dimensions of their actions and communications
- practise resilience with their learning when things become difficult or the unexpected happens, learning the value of perseverance despite challenges. Failures are viewed as opportunities to learn and improve.
Participating and contributing
Students of Tourism will:
- be advocates for social justice, protectors of biodiversity, and promoters of equity in tourism
- engage in whakawhanaungatanga – connecting with others in their learning community and building upon the ideas of others to generate new and unique insights
- be open to emerging trends and new tourism discourses as well as extending those already begun in the industry
- make positive and valuable connections with whānau, hapū, iwi, and the wider community with a view to improve local stakeholder benefits and develop non-traditional partnerships
- take initiative and be proactive in exploring existing local opportunities to support and promote regenerative tourism, as well as developing proposals for new ones
- seek ways to understand a concept or solve a problem beyond the confines of the classroom
- encourage an entrepreneurial spirit in themselves and others.
Key Competencies
This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Connections
Tourism connects naturally with a wide variety of Learning Areas and individual subjects. Because of the breadth of teaching and learning in a Tourism course, kaiako can easily construct links across and between subjects. Examples are:
Social Sciences
- Geography – geographic understanding of Aotearoa New Zealand and global destinations, map reading
- History – the history of tourism in Aotearoa New Zealand and global destinations. Knowledge of history helps to establish understanding of people’s customs and value systems. Tourism has a strong story-telling element so knowledge of the origins of people in a place and their value system is highly relevant
- Media studies – creation of promotional material, use of technology and marketing tools, and consideration of how places and people are represented in the media
- Psychology – the behaviours and motivations of tourists and travellers, visitor psychology, and behaviour of groups
- Accounting – understanding basic accounting principles especially in relation to running a tourism business
- Economics – understanding economic principles relating to the economic impacts of tourism
- Business Studies – running a business (both small and medium-sized enterprises to larger tourism-based companies) including branding, marketing, and operations, looking at the development of tourism businesses and their processes
English
- English – competent writing, reading, and comprehension of English language is essential in the business of tourism
Learning Languages
- Languages – understanding of various languages assists tourism employees to communicate with and understand visitors/tourists
- Te Reo Māori – understanding of Te Reo Māori assists tourism employees to foster support for Māori tourism and reflect the bicultural nature of Aotearoa New Zealand
Technology
- Technologies – operation of tourism technologies such as reservation systems, technologies used for inclusion and accessibility for all
Health and Physical Education
- Physical Education – for those ākonga who are preparing to work in the outdoors
- Outdoor Education – Aotearoa New Zealand's tourism sector is very much entwined with outdoor activities, nature, and kaitiakitanga
- Health Studies – many tourism activities are based on mental and physical health.
Tourism connects naturally with a wide variety of Learning Areas and individual subjects. Because of the breadth of teaching and learning in a Tourism course, kaiako can easily construct links across and between subjects. Examples are:
Social Sciences
- Geography – geographic understanding of Aotearoa New Zealand and global destinations, map reading
- History – the history of tourism in Aotearoa New Zealand and global destinations. Knowledge of history helps to establish understanding of people’s customs and value systems. Tourism has a strong story-telling element so knowledge of the origins of people in a place and their value system is highly relevant
- Media studies – creation of promotional material, use of technology and marketing tools, and consideration of how places and people are represented in the media
- Psychology – the behaviours and motivations of tourists and travellers, visitor psychology, and behaviour of groups
- Accounting – understanding basic accounting principles especially in relation to running a tourism business
- Economics – understanding economic principles relating to the economic impacts of tourism
- Business Studies – running a business (both small and medium-sized enterprises to larger tourism-based companies) including branding, marketing, and operations, looking at the development of tourism businesses and their processes
English
- English – competent writing, reading, and comprehension of English language is essential in the business of tourism
Learning Languages
- Languages – understanding of various languages assists tourism employees to communicate with and understand visitors/tourists
- Te Reo Māori – understanding of Te Reo Māori assists tourism employees to foster support for Māori tourism and reflect the bicultural nature of Aotearoa New Zealand
Technology
- Technologies – operation of tourism technologies such as reservation systems, technologies used for inclusion and accessibility for all
Health and Physical Education
- Physical Education – for those ākonga who are preparing to work in the outdoors
- Outdoor Education – Aotearoa New Zealand's tourism sector is very much entwined with outdoor activities, nature, and kaitiakitanga
- Health Studies – many tourism activities are based on mental and physical health.
Learning Pathway
Studying Tourism, one of the fastest growing export industries, at Level 2 (and Level 3) can lead to a wide range of pathways. The skills gained through studying Tourism are highly transferrable (see below) and will assist ākonga in whatever career path they choose. It can lead directly from school into an industry position where ākonga can continue learning through vocational study. After gaining experience in Aotearoa New Zealand, tourism specialists can work and travel the world with the skills and knowledge they have accumulated.
Roles in the tourism sector can be exciting and creative, and with experience and career advancement, can be very lucrative. Tourism is an essential part of the Aotearoa New Zealand economy, and its representatives can have a huge impact on the experience of national and global visitors.
Studying Tourism can also lead to further formal learning opportunities in industry or in tertiary study. The study of tourism involves anticipating what people want from their leisure and travel pursuits in the future as well as managing current expectations. It is the job of the tourism manager and operator to decide and manage how those expectations are incorporated into the industry.
Such study will lead to a broad knowledge of tourism development and management, and will prepare ākonga for managerial positions in tourism, events, and hospitality industries internationally.
Most tertiary courses will cover:
- marketing, managing, hospitality, planning
- the tourism industry’s nature and the operation of the industry
- tourist psychology and behaviour, tourism and hospitality management, destination management
- the global principles behind the structure of tourism
- how issues such as a global pandemic impacts the industry, and how that is managed.
Learning pathways
- Secondary School – further study from Level 2
- Tertiary study
- Vocational study
- Learning for life and the world of work
Tertiary Study
Certificate, Diploma, or degree-based courses.
Examples of careers:
- Digital and Social Media marketing executive
- Tourism operations manager
- Visitor experience specialist
- Events and Destination Management
Vocational Study
Examples of careers:
- Customer services representative
- Visitor information assistant
- Adventure tourism booking agent
- Travel agent/adviser
- Ship's master/deckhand
- Tour bus operator
- Tour guide
- Ski instructor
- Flight attendant/helicopter pilot
- Event organiser/manager
- Outdoor recreations guide/instructor
- Local and national government connection to tourism businesses
Learning for life and the world of work
Examples of skills and capabilities gained:
- Communication skills
- Confidence and resilience
- An understanding about marketing
- Adaptability
- Inclusive practice
- Cultural competencies
- Environmental understanding
- Sustainable practices
- Digital competencies
- Financial literacy
- Critical thinking and analysis
- Project management
Studying Tourism, one of the fastest growing export industries, at Level 2 (and Level 3) can lead to a wide range of pathways. The skills gained through studying Tourism are highly transferrable (see below) and will assist ākonga in whatever career path they choose. It can lead directly from school into an industry position where ākonga can continue learning through vocational study. After gaining experience in Aotearoa New Zealand, tourism specialists can work and travel the world with the skills and knowledge they have accumulated.
Roles in the tourism sector can be exciting and creative, and with experience and career advancement, can be very lucrative. Tourism is an essential part of the Aotearoa New Zealand economy, and its representatives can have a huge impact on the experience of national and global visitors.
Studying Tourism can also lead to further formal learning opportunities in industry or in tertiary study. The study of tourism involves anticipating what people want from their leisure and travel pursuits in the future as well as managing current expectations. It is the job of the tourism manager and operator to decide and manage how those expectations are incorporated into the industry.
Such study will lead to a broad knowledge of tourism development and management, and will prepare ākonga for managerial positions in tourism, events, and hospitality industries internationally.
Most tertiary courses will cover:
- marketing, managing, hospitality, planning
- the tourism industry’s nature and the operation of the industry
- tourist psychology and behaviour, tourism and hospitality management, destination management
- the global principles behind the structure of tourism
- how issues such as a global pandemic impacts the industry, and how that is managed.
Learning pathways
- Secondary School – further study from Level 2
- Tertiary study
- Vocational study
- Learning for life and the world of work
Tertiary Study
Certificate, Diploma, or degree-based courses.
Examples of careers:
- Digital and Social Media marketing executive
- Tourism operations manager
- Visitor experience specialist
- Events and Destination Management
Vocational Study
Examples of careers:
- Customer services representative
- Visitor information assistant
- Adventure tourism booking agent
- Travel agent/adviser
- Ship's master/deckhand
- Tour bus operator
- Tour guide
- Ski instructor
- Flight attendant/helicopter pilot
- Event organiser/manager
- Outdoor recreations guide/instructor
- Local and national government connection to tourism businesses
Learning for life and the world of work
Examples of skills and capabilities gained:
- Communication skills
- Confidence and resilience
- An understanding about marketing
- Adaptability
- Inclusive practice
- Cultural competencies
- Environmental understanding
- Sustainable practices
- Digital competencies
- Financial literacy
- Critical thinking and analysis
- Project management
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Introduction to Sample Course Outlines
The Sample Course Outlines provide a clear overview of learning across one year and link to the Learning and Assessment Matrices. They are indicative only and do not mandate any particular context or approach.
The Sample Course Outlines provide a clear overview of learning across one year and link to the Learning and Assessment Matrices. They are indicative only and do not mandate any particular context or approach.
Assessment Matrix
This section provides guidelines for assessment against internally assessed Standards. Guidance is provided on:
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic
- any other relevant advice specific to an Achievement Standard.
NB: Information on additional generic guidance on assessment practice in schools is published on the NZQA website. It would be useful to read in conjunction with these Conditions of Assessment.
Collection of evidence:
- Kaiako must determine when the assessment will be conducted in class and the final submission date three weeks later.
- Kaiako must ensure there are relevant and sufficient resources regarding ethical decision-making.
- Kaiako should provide milestones or checkpoints to monitor student progress.
- Kaiako should offer guidance on stakeholders to consider.
- Kaiako may provide opportunity for ākonga to interact with stakeholders.
- Kaiako may provide a tourism development for the purpose of this assessment.
Ensuring authenticity of evidence:
Evidence for this Standard should be collected in and out of class over a period no longer than three weeks.
Kaiako should have students sign authenticity forms to verify it is their own work.
Kaiako should monitor student progress closely and provide checkpoints/milestones throughout the three-week period to monitor this progress.
Kaiako should use oral questioning to confirm a student’s understanding if doubts over the authenticity of the student’s work arise.
If ākonga present their evidence digitally, it is best to disable after marking and moderation have occurred. This helps to ensure that ākonga across the country cannot plagiarise the work or ideas of others who have already completed the assessment for this Achievement Standard.
The school's Assessment Policy and Conditions of Assessment must be consistent with the Assessment Rules for Schools With Consent to Assess. These rules will be updated during the NCEA review. The above link includes guidance for managing internal moderation and the collection of evidence.
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the standard(s) that are free from unnecessary constraints.
It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs, or film), or a portfolio of evidence.
It is also recommended that the collection of evidence for internally assessed Standards should not use the same method that is used for any external standards in a programme/course, particularly if that method is using a time bound written examination. This could unfairly disadvantage students who do not perform well under these conditions.
A separate assessment event is not needed for each standard. Often assessment can be integrated into one activity that collects evidence towards two or three different standards from a programme of learning. Evidence can also be collected over time from a range of linked activities (for example, in a portfolio).
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This needs to be in line with school policy. For example, an investigation carried out over several sessions could include teacher observations or the use of milestones such as a meeting with the student, a journal, or photographic entries recording progress etc.
Evidence for all parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language.
This section provides guidelines for assessment against internally assessed Standards. Guidance is provided on:
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic
- any other relevant advice specific to an Achievement Standard.
NB: Information on additional generic guidance on assessment practice in schools is published on the NZQA website. It would be useful to read in conjunction with these Conditions of Assessment.
Collection of evidence:
Kaiako:
- must provide some resource material and allow/encourage ākonga to provide their own additional resource material for use in their digital presentation
- must determine when the assessment will be conducted in class and the final submission date four weeks later
- must provide a list of suitable methods and platforms, where appropriate, that allow the student to suitably demonstrate their understanding
- should provide guidance on suitable locations to assess or consult with the ākonga on a suitable destination
- should provide guidance on inquiry skills and how best to carry out an inquiry
- should provide milestones or checkpoints to monitor student progress
- may provide a template to scaffold the digital presentation
- may provide opportunities for EOTC or in-school industry presentations that allow for the collection of resource information.
Ensuring authenticity of evidence:
- Evidence for this Standard should be collected in and out of class over a period no longer than four weeks.
- Kaiako should have ākonga sign authenticity forms to verify it is their own work.
- Kaiako should monitor student progress closely and provide checkpoints/milestones throughout the four-week period to monitor this progress.
- Kaiako should use oral questioning to confirm a student’s understanding if doubts over the authenticity of the student’s work arise.
- If ākonga present their evidence digitally, it is best to disable after marking and moderation have occurred. This helps to ensure that ākonga across the country cannot plagiarise the work or ides of others who have already completed the assessment for this Achievement Standard.
The school's Assessment Policy and Conditions of Assessment must be consistent with the Assessment Rules for Schools With Consent to Assess. These rules will be updated during the NCEA review. The above link includes guidance for managing internal moderation and the collection of evidence.
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow ākonga opportunities to present their best evidence against the standard(s) that are free from unnecessary constraints.
It is recommended that the design of assessment reflects and reinforces the ways ākonga have been learning. Collection of evidence for the internally assessed standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs, or film), or a portfolio of evidence.
It is also recommended that the collection of evidence for internally assessed Standards should not use the same method that is used for any external standards in a programme/course, particularly if that method is using a time bound written examination. This could unfairly disadvantage ākonga who do not perform well under these conditions.
A separate assessment event is not needed for each standard. Often assessment can be integrated into one activity that collects evidence towards two or three different standards from a programme of learning. Evidence can also be collected over time from a range of linked activities (for example, in a portfolio).
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all ākonga, and be valid and fair.
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This needs to be in line with school policy. For example, an investigation carried out over several sessions could include teacher observations or the use of milestones such as a meeting with the student, a journal, or photographic entries recording progress etc.
Evidence for all parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language.