Vocational Pathways – Guidance for integrated learning programme development
NCEA Level 2 with a Vocational Pathways award in Services industries
This programme uses the context “An introduction to Tourism in New Zealand”. Working party – Service IQ reps/Vocational Pathways team
This programme example is a generic one based around the services industries with a focus on tourism and hospitality.
It can be used by schools or tertiary providers working together with several of the service industry sectors as listed in the graduate profile.
Rationale – programme example includes:
 a fulltime learning programme based on the NZ Curriculum and the Service Industries
sector (with a value of approximately 100 credits)
 an assessment programme with a value of a minimum of 60 Level 2 credits (provided
through a balance of unit and achievement standards) for an 80 credit NCEA qualification
drawn from within the Services Industries vocational pathway.
 a coherent blend of NZ Curriculum and industry knowledge, skills and contexts.
 flexible delivery arrangements between schools, PTE’s, tertiary and industry.
 Embedded graduate capabilities.
Note: Embedded graduate capabilities refer to a range of skills and attributes valued
across industry and education. These must be embedded in programmes. It is a catch-all
phrase to include concepts such as key competencies, core capabilities, employability
skills, work ready skills and specialist skills valued by industry.
Guidance for use of this programme:
This learning programme and the associated assessment opportunities should be tailored for each learner to support
their direction and progression
For example:
 A learner planning to go directly to work and industry training in the Services sector is recommended to
complete the NZ Certificate in Tourism (Introductory Skills)(50 credits) as part of this NCEA qualification.
(Note: This qualification is registered with NZQA Qualification Reference 2198. Service IQ are yet to register a
programme for this qualification however this will occur in the near future. Please contact ServiceIQ 0800 563
693 for further information.)
 A learner intending to progress to a degree or diploma qualification in the Services Sector should focus on
foundational subjects that will enable progression to UE and Scholarship at Level 3. These learners would also
benefit from work experience in the Services Sector.
 See Column 5 “Assessment summative” which provides teachers and tutors with a list of assessment
standards. These are arranged under the headings of Preferred, Alternative and Additional standards.
 For additional industry standards that would also be useful for gaining work experience in the sector, see
Appendix at the end of document under the following domains: Tourism, Food safety, Cookery, Hospitality
generic, Food and beverage, Hospitality guest services.
 Note: It is assumed that formative assessment will take place on a regular on-going basis.
Services Industries programme example
NCEA Level 2 with Vocational Pathways Award in Services industries
The following example provides a possible framework for joint planning between secondary and tertiary providers, and with available industry partners to develop a learning programme. Within this broad framework of
guidance, an example of a specific context is identified – “An introduction to tourism in New Zealand”.
Learning Programme Development: It is expected that a learning programme developed within the Services pathway will offer a balance of skills and knowledge which will be related directly to the workplace through work
experience or other relationships or partnerships that will assist the student to transition into a career and/or further training in this pathway. Partners will need to work together to ensure all the areas below are adequately
covered.
Assessment approach: Programme designers should select the assessment standards that meet the requirements of whatever particular context has been chosen. A list of Preferred and Alternative standards is provided for
the specific context “An Introduction to tourism in New Zealand” (See column 5 below). This context is intended as just one example of a wider range of contexts that could be used as the basis for a programme within the
Service sector pathway.
ServiceIQ is New Zealand’s service sector training organisation. ServiceIQ sets standards, develops qualifications and arranges training for the services industry in the accommodation, bars and restaurants, cafes, clubs, food
services, museums, quick service restaurants, retail, tourism, travel and wholesale sectors of the service industry.
1
Final Draft - 14 July 2015
This programme focuses on hospitality, travel, tourism and retail sectors. It includes a range of standards from the New Zealand Certificate in Tourism (Introductory Skills) (Level 2) which recognises the entry level skills and
knowledge required to provide person – centred support in the service sectors. A similar program could be developed around hospitality and retail New Zealand Certificates.
Students may gain work experience in Hospitality, Travel and Tourism, Aviation, Retail and Distribution, and Sales sectors - providing them with valued transferrable skills and knowledge.
Some examples of other relevant and rich real-world contexts within the larger context of Service Industries could be:








Hospitality and accommodation services
Manaaki Marae
Aviation and aircraft operations
Bakery, Cooking and Food and Beverage Service
Adventure Tourism and adventure based learning
Cook Islands Tourism
Retailing and stock control
Warehousing and Distribution
Graduate Profile
A Level 2 graduate from this specific Vocational Pathways programme in the Services Industries (Introduction to Tourism in New Zealand) will have engaged in one or several of the following Services Industries - Hospitality,
Travel and Tourism, Aviation, Retail and Distribution, and Sales.
Typical career roles in these sectors include Travel Agent/Advisor, Tour Guide, Retail Sales Assistant, Recreation co-ordinator, Events co-ordinator, Flight Attendant, Hotel Porter, Hotel/Motel Reception. For more
information on career opportunities refer to the Youth Guarantee website and Careers NZ.
They will demonstrate introductory knowledge, skills and capabilities to:




participate as an entry level employee in one of the Services Industries, with additional support; OR
progress to industry training and work at Levels 3 or 4 in Services Industries; OR
progress to further study at NZQF Level 3 to access tertiary study at Level 4 or above in Services Industries; OR
to access NCEA Level 3 with University Entrance and pre-requisites to access degree level study from Level 5 to Level 6 and above in Services Industries.
Notes:
The qualification outcome will be NCEA Level 2 which includes 60 Recommended Level 2 credits, of which at least 20 credits are from the Sector Related standards of Services Industries Vocational Pathway and the student’s
NCEA Level 2 will be endorsed with that vocational pathway.
(NB: To gain NCEA L2, L1 literacy and numeracy must be achieved.) To gain the Level 2 New Zealand Certificates students would benefit from work experience in the services sectors
Broad learning outcomes
A Level 2 graduate from this specific Service Industries Vocational Pathways programme (Introduction to Tourism in New Zealand) will demonstrate ability to:
1. Carry out practical tasks and activities within the workplace: using safe work practices, following instructions, and using problem solving strategies to adapt to changes in the Services Industries workplace or
environment
2. Work with customers in the Services Industries sector, identify and meet their needs and expectations. Demonstrate effective listening and communication skills when working directly with both customers and
within a Services team.
3. Use key concepts, knowledge and skills to develop understanding of the Services Industries sector – develop an introductory understanding of features such as history of different parts of the sector, types of
businesses and key roles involved in different parts of the sector, and the range of cultural values and attitudes involved in different sectors , etc.
2
Final Draft - 14 July 2015
4. Understand and use relevant science, social science, technology, and maths and statistics in contexts across the Services Industries sector.
Note 1 - These are generic outcomes to provide guidance from which schools and tertiary providers can develop more detailed learning programmes.
Note 2 – Educators will need to find ways to design programmes of learning and subsequent assessment programmes that meet the needs of learners on different pathways, as identified in Column 5.
Note 3 - Learning Outcomes 1 and 2 must include practical tasks and activities which are completed within a workplace from at least one of the Services Industries included in this learning programme (Hospitality, Travel
and Tourism, Aviation, Retail and Distribution, and Sales).
Links to sites and industry
initiatives
Youth Guarantee
Profile Builder
Youth Guarantee Networks
Careers NZ
ServiceIQ
Workchoice Trust
Just The Job
MBIE
TANZ - Tourism industry association of NZ
Tourism New Zealand
New Zealand.com
http://youthguarantee.net.nz/
http://youthguarantee.net.nz/vocational-pathways/profile-builder/
http://youthguarantee.net.nz/archived-pages/networks/
http://www.careers.govt.nz/
http://www.careers.govt.nz/jobs/tourism/
http://serviceiq.org.nz/
http://www.workchoice.co.nz/
http://justthejob.co.nz/services-industries-/
http://www.med.govt.nz/sectors-industries/tourism
http://www.tianz.org.nz/main/nz-tourism-partners/
http://www.tourismnewzealand.com/
http://www.newzealand.com/int/
Connecting broad learning outcomes with coherent contextualised content:
By engaging in a coherent learning programme, students demonstrate understanding of key skills, concepts and knowledge from sector knowledge domains and NZ Curriculum learning areas - embedded in relevant Services
Industries contexts:
To meet the broad learning outcomes above, students need to demonstrate knowledge, skills, capabilities from the following areas:
Broad learning
outcomes
1:
Service sector content. (Knowledge,
skills, capabilities and contexts)
2:
NZ Curriculum content.
(Knowledge, skills, capabilities and
contexts)
3:
Embedded graduate capabilities
focus
4:
Delivery arrangements
5:
Assessment
Summative
General
introduction
knowledge and skill contexts and
content
Learning area / subject
contributions.
Develop these with a
practical/applied focus
Assessment standards – unit and
achievement
The Service Industry sector is among
New Zealand’s largest employers.
The relationship of this Programme to
Level 7 of the NZ Curriculum, including
the relationship with ideas from within
English, learning languages, home
economics, mathematics and statistics,
education for sustainability, business
studies, sciences, and social sciences
form the educational basis for this
Programme.
Embedded graduate capabilities reflect
values and behaviours that are
identified by the sector as being
desirable. These underpin the learning
outcomes of Recommended and SectorRelated standards in the Social and
Community Services Pathway.
Collaboration between
tertiary and secondary
educational providers, and
with industry/business
Due to the diversity of the industries
within the Service Industries Pathway, it
is beneficial for a learner to focus on
coherent blend of sectors (eg.
Hospitality, Travel and Tourism,
Aviation, Retail and Distribution, and
Sales) .
The sector chosen for this particular
programme is ‘Introduction to Tourism
in New Zealand’. Learners could focus
on one or more areas within this sector
such as Hospitality, travel, tourism,
3
Final Draft - 14 July 2015
NZ Curriculum informs the foundational
learning needed for this Programme
and establishes the relationship to the
Key Competencies and literacynumeracy requirements.
Embedded graduate capabilities, which
include the Key Competencies of the NZ
Curriculum, reflect
the existing and future qualities
demonstrated by the learner and
provide the foundation for the various
measures referred to as-
Use flexible funding such as
Gateway and STAR.
Use shared funding arrangements
between schools and tertiary
providers.
Employ a selection of delivery
arrangements that reflect an
authentic industry connection.
Tap into the willingness of
industry to engage with the
community through mentoring,
Youth Guarantee Networks and
Gateway. Also utilise industry
Use sufficient achievement and unit
standards from Recommended and/or
Sector-Related lists in the Services
Industries Pathway to meet the
requirements for a Pathway award.
Additional standards, where deemed
appropriate, may be drawn from the
NZQF.
Some standards may support the
achievement of The New Zealand
Certificate in Tourism (Introductory Skills)
(Level 2).
Preferred Standards
These standards are considered central to
the context for this specific Programme
‘Introduction to Tourism in New Zealand’
retail and distribution, and sales. Some
examples of where the workforce is
found include tourism operators, travel
agencies, Visitor Information Networks
(I’Sites), accommodation services,
hotels, motels, camp grounds, and retail
businesses.
The Assessment component of this
Programme draws on both NZ
Curriculum-linked and Industry-linked
assessment standards, which provide
for the broad evaluation of the
workplace-school continuum which this
context represents
‘employability skills’
(personal behaviours);
presentations such as Just the Job
etc.
‘work-ready skills’
(related to specific broad
competencies);
Utilise facilities and tutelage
opportunities in learning
environments such as specialist
departments within a school or
tertiary provider
‘Specialist skills’
(related to a specific sector or
workplace).
Learners should develop understanding
through investigating a range of case
studies, interviewing a range of leaders
in the travel, tourism, aviation, retail
and distribution, and sales service
sector, gathering information from
government and tourism related
websites ie Ministry of Economic
Development, MBIE, Statistics NZ,
Visitor Information Networks, Tourism
NZ, Regional Tourism Organisations;
research key historical sources that
provide a ‘high level, big picture’
understanding of New Zealand’s
hospitality, travel and tourism, and
retail sector.
Select the best approach to
contextual learning:
Industry -linked
-work placement or
work experience
-practical workshops
-industry visits (two-way)
School-linked
-Classroom-based
Tertiary-linked
-Tertiary Institute
programmes
and contexts for learning (refer columns 1
and 2) have been provided from which
assessment can occur.
Alternative Standards
These standards provide the flexibility to
tailor the programme to support
individual learner’s direction and
progression.
Additional Standards
Additional standards may also be drawn
from the current Services Industries
Recommended and Sector-Related
standards, if required. A list of these are
available at
www.youthguarantee.net.nz/vocationalpathways/
For a list of Additional industry standards
that support the gaining of work
experience see the Appendix at the end of
this document.
The skills and knowledge gained by
focussing on the hospitality, travel and
tourism, and retail sector will provide a
learner with core skills and experience
that can be transferred to another
industry sector within the wider
Services Industries.
Broad learning
outcomes
1:
Service sector content. (Knowledge,
skills, capabilities and contexts)
2:
NZ Curriculum content.
(Knowledge, skills, capabilities and
contexts)
3:
Embedded graduate capabilities
focus
(These include key competencies, core
capabilities, soft skills)
4:
Delivery arrangements
Where is the best place to
learn this?
5:
Assessment.
Summative
●
Sector Related
NZ Certificate
Δ
1.
Carry out practical
tasks and activities
within the workplace:
using safe work
practices, following
instructions, and
using problem solving
strategies to adapt to
changes in the
4
Visitor Services; First Aid, Hospitality
Generic
Introduce relevant codes of practice in
NZ related to the Service Industry eg
Hospitality, Retail, and Tourism.
Examples of contexts for learning may
include safety in the New Zealand
outdoors and adventure tourism,
earthquake preparedness for tourism
Final Draft - 14 July 2015
Introduction to the Services sector with
contributions from NZC learning areas/
subjects
Capabilities/ competencies focus
Thinking
English
Listening, Reading and Viewing
Processes and strategies.
Speaking, Writing and Presenting
 Make sense of information, experiences
& ideas
 Construct knowledge
 Show initiative
 Deal with challenges
 Reflect on learning
Produce a selection of crafted and
Students could apply this by:
This learning may take place in
a range of educational
environments e.g. at a
secondary school, on a field
trip to industry, in a Trade
Academy, on a work
placement, in a tertiary high
school, at a polytechnic or
PTE, in a short course or
seminar, through industry
\Recommended
Sector Related:
Preferred
Visitor Services
US23761 Read and comprehend workrelated documents in English for a
tourism workplace. (3) ●
US 24728 Demonstrate knowledge of
work roles in tourism. (3) NZ ●
Services Industries
workplace or
environment.
hospitality businesses in New Zealand;
water safety for adventure and general
tourism in NZ; food preparation and
safe food handling in tourism and
hospitality businesses in NZ.
Develop skills required to work safely
within service sector industries.
Develop key competencies in relation to
use of language, symbols and text in
order to follow instructions and carry
out practical tasks and activities.
Introduce strategies which will help
students to develop problem solving
skills that can be adapted to the work
place.
E.g.
 Identify and organise possible
work placements and industry
site visits.
 Use industry videos, case
studies and movies to develop
understanding of working in the
Services Industries
 Develop safety skills in relevant
service sector industries.
 General staff health and safety
 Develop skills in using a variety
of problem solving strategies analysing strengths and
weaknesses, mental modelling,
brainstorming.
controlled writing (learners would
present 2 pieces of crafted writing from
their area of study eg. Create an
information booklet on safety
operations within an establishment for
new employees.)
Use Information literacy skills to form
developed conclusions (learners would
use information literacy skills to investigate
an area and to evaluate the reliability of
sources)
Science
Understanding science.
Investigating science.
Communicating in science.
Participating and contributing.
Students could do an investigation of
different bacteria commonly found in
foods.
Home Economics
Interview a person who has different
attitudes to food than your own (for
religious, cultural, health or personal
reasons).
Explore attitudes, values, and
expectations about the provision of
food (food security) for New Zealand
families. Use information to identify
myths and challenge assumptions
 Adapting to workplace, learn health &
safety, respect protocols, recognise
hazards (signage etc), manage risks,
respect confidentiality (IP, client
information etc)
 Show intellectual curiosity, absorb
knowledge and skills, be proactive,
recognise & help solve problems
Use language, symbols and text
 Be able to interpret information &
instructions
 Keep notes
 Write reports
 Use ICT (programmes & devices)





Learn workplace terms/jargon/acronyms
Read instructions & sign
Learn cultural terms/language
Employ specific ICT skills
Read graphs & tables
Participating and contributing




Respect the team
Respect the contributions of others
Be positive & proactive
Contribute ideas
Students could apply this by:




Learn about and be sensitive to the team
Know when to contribute
Know when to listen
Know when to seek advice
Managing self














Be reliable & dependable
Strong work ethic
Grow communication skills
Plan ahead
Set high standards
Positive attitude
Keep a work diary or reflective journal
Ask for and take advice
Taking initiative
Interpersonal skills – do not criticize, offer solutions to problems
Carry through with commitments
Smile; be appreciative of the
opportunities being provided.
Keep healthy and well rested
Be courteous and humble
Relating to Others
Final Draft - 14 July 2015
Negotiate flexible delivery for
students in 1-2 day per week
industry placements in
available local Primary
Industries workplaces, and /
or 1-2 week industry
placements during school time
or school breaks
Students could apply this by:
Students could apply this by:
5
presentations at school. Due
to this learning outcome being
skills focussed, a hands-on
work experience component is
essential.
Develop shared delivery
arrangements 3 + 2 days or 4 +
1 days per week between
schools and tertiary providers
Identify learner interests and
available businesses and
arrange work placement
opportunities for learners to
manage change and
adaptation
ests and available businesses
and arrange work placement
opportunities for learners.
Eg, Red Shirts in Schools
OASIS
Red Cross First Aid Course
First Aid
US 26551 Provide first aid for life
threatening conditions. (1) ●
US 26552 Demonstrate knowledge of
common first aid conditions and how to
respond to them. (1) ●
Hospitality Generic
US 14466 Demonstrate knowledge of
maintaining a safe and secure
environment for people in the hospitality
industry. (2) ●
English
AS 91101 Produce a selection of crafted
and controlled writing. (6) Δ
AS 91105 Use information literacy skills to
form developed conclusion(s) (4) Δ
Biology
AS 91153 Carry out a practical
investigation in a biology context with
supervision. (4) Δ
Home Economics
AS 91300 Analyse the relationship
between well-being, food choices and
determinants of health (4) Δ
Alternative standards
Physical Education
AS 91332 Evaluate leadership strategies
that contribute to the effective
functioning of a group (4) Δ
AS 91333 Analyse the application of risk
management strategies to a challenging
outdoor activity (3) Δ





Respect management & colleagues
Work as part of a team
Active listener
Be positive & proactive
Contribute ideas
Students could apply this by:
 Find & utilise a workplace mentor /buddy
 Seek guidance & feedback
 Stand tall when someone is talking to
them
 Eye contact when culturally appropriate
2.
Work with customers
in the Services
Industries sector,
identify and meet
their needs and
expectations;
demonstrate
effective listening
and communication
skills, when working
directly with both
customers and within
a Services team.
Visitor Services; Hospitality Generic;
Retail and Distribution Core Skills;
Sales Transactions;
Tikanga Issues; Tourism Māori
Introduce customer focused
competencies for service sector
industries including personal
presentation, the ability to greet
customers appropriately, and establish
and maintain positive customer service
interactions. Watch digital media which
highlight positive and negative
customer experiences and analyse
these.
Analyse the different customer
expectations between a 5 star hotel and
a backpacker’s hostel.
Develop the ability to use a range of
communication tools to convey, record
and respond appropriately to the
customer’s needs.
Develop the skills to meet the
expectations and requirements of
internal and external stakeholders.
English
Listening, reading and viewing.
Processes and strategies.
Students could do an activity that
requires them to create a crafted and
controlled short film which develops,
sustains and structures ideas about an
issue in a Service Sector Industry.
Students could use visual and verbal
language features to create effects
which are appropriate to your
employees within the industry.
Promoting the product is a big part of
the service industry. A lot of time and
money is spent on this aspect of the
industry. For your first piece of writing,
promote a service product or operation
of your choice. This could be for a
service sector webpage. Ensure your
style of writing is carefully crafted to
capture the target audience and
convince them to buy or invest.
Languages: Select from a target
language from the NZCurriculum within
the Pathway (Te Reo Maori, French,
German, Indonesian, Japanese, Korean,
Understand the importance of providing Lea Faka-Tonga, Samoan, Spanish) Δ
high quality customer service. Role play
a range of positive and negative
customer service scenarios.
Describe the characteristics and needs
of international tourists to New Zealand
as well as different groups of
international tourists (eg free
independent travellers, tour group
6
Final Draft - 14 July 2015
Capabilities/ competencies focus
As above for Broad Learning Outcome 1
Sector Related:
This learning may take place in
a range of educational
environments e.g. at a
secondary school, on a field
trip to industry, in a Trade
Academy, on a work
placement, in a tertiary high
school, at a polytechnic or
PTE, in a short course or
seminar, through industry
presentations at school. Due
to this learning outcome being
skills focussed, a hands-on
work experience component is
essential.
Negotiate flexible delivery for
students in 1-2 day per week
industry placements in
available local Primary
Industries workplaces, and /
or 1-2 week industry
placements during school time
or school breaks
Develop shared delivery
arrangements 3 + 2 days or 4 +
1 days per week between
schools and tertiary providers
Identify learner interests and
available businesses and
arrange work placement
opportunities for learners to
manage change and
adaptation
ests and available businesses
and arrange work placement
Visitor Services
US 24732 Demonstrate knowledge of
tourist characteristics and needs. (3)
●NZ
Hospitality Generic
US 14462 Maintain personal
presentation and greet customers in
the hospitality industry (2) ●
US 14469 Provide customers with
information about an establishment in
the hospitality industry. (2) ●
Retail and Distribution Core Skills
US 11941 Establish and maintain
positive customer service interactions
(2) ●
Sales Transactions
US 11938 Assist customers to select
goods and or services face to face. (3)
●
US 11942 Demonstrate knowledge of
customers shopping and buying
motives (3) ● (Note – this unit
standard expires in December 2016)
English:
AS 91103 Create a crafted and
controlled visual and verbal text. (3) ●
Tikanga Issues
US18237 Describe the development
and introduction of the Treaty of
Waitangi (4)
Tourism Māori
travellers, corporate visitors, semiindependent travellers; package
travellers)
opportunities for learners.
Identify and organise possible
work placements and industry
site visits across a range of
sectors with varying customer
expectations eg 5 star hotel
versus backpackers hostel.
Develop the knowledge and skills
required to enable appropriate cultural
competencies alongside interpersonal
skills.
Explore Services business models
To be assessed for Unit 11938
learners must be provided
with the opportunity to
undertake sales transactions.
Explore New Zealand businesses that
use particular cultural values to
enhance the customer experience and
business.
US17384 List and use a range of te reo
Māori greetings and farewells in
tourism (3) NZ (Note: this is a Level 3
unit standard)
Alternative
Education for Sustainability:
AS 90813 Describe values and
associated behaviours in relation to a
sustainable future. (3) Δ
AS 90814 Describe aspects of
sustainability in relation to a
sustainable future. (4) Δ
US 16048 – Local iwi and hapu
curriculum aims take
Languages
precedence with this unit
Select from a target language from the
standard. Refer to
Explanatory Notes in US16048. NZCurriculum within the Pathway (Te Reo
Introduce Maori, European and Pacifica
values and customary practices as they
influence the service industry.
Maori, French, German, Indonesian,
Japanese, Korean, Lea Faka-Tonga,
Samoan, Spanish) Δ
In a tourism retail situation, assist a
customer to select goods or services in
a face to face environment. Develop
skills to approach a customer, identify
their needs, provide options for goods
or services, and close the sale. Ensure
sale complies with the Sale of Goods Act
1908, Fair Trading Act 1986, Consumer
Guarantees Act 1993, Privacy Act 1993.
Investigate what range of factors
(personal, social, rational, and
emotional) influence customers’
shopping and buying motives.
Develop an understanding of why Māori
signed the Treaty of Waitangi; why
British signed the Treaty of Waitangi;
and the events leading up to and
including the signings of the Treaty of
Waitangi.
3.
Use key concepts,
knowledge and skills
to develop
understanding of the
Services Industries
7
Be able to confidently list and use a
range of Te Reo Māori greetings and
farewells that are applicable to the
tourism and hospitality industry.
Visitor Services and Tourism Māori
Develop an understanding of how
historical global forces impact on New
Zealand tourism, hospitality and retail
business.
Final Draft - 14 July 2015
English
Listening, reading and viewing.
Processes and strategies.
Students could construct and deliver a
crafted and controlled oral text which
Capabilities/ competencies focus
As above for Broad Learning Outcome 1
This learning may take place in
a range of educational
environments e.g. at a
secondary school, on a field
trip to industry, in a Trade
Academy, on a work
Sector Related:
Visitor Services
US 24724 Demonstrate knowledge of the
history of tourism. (4) ●
US 24728 Demonstrate knowledge of
sector. Develop an
introductory
understanding of
features such as
history of different
parts of the sector,
types of businesses
and key roles
involved in different
parts of the sector.
Explore the history of natural
attractions and significant sites for
Māori based tourism.
Explore examples of political, economic
and social forces that have disrupted or
enhanced tourism business activity.
Using a range of case studies,
interviews, site visits and historical
sources, introduce learners to the
history of different parts of the sector:
Examples may include
 America’s Cup, rugby World
Cup, WOW, Fashion Week,
2007 global economic
recession, natural disasters such
as earthquake, tsunami,
hurricane, flood, and terrorism,
online shopping.
 Explore historical tourism
activities in NZ between 1960
and present day. Compare
tourism activities past and
present that have made New
Zealand an attractive
destination. From these
patterns consider future
directions and or opportunities.
Explore the historical practices of
service sector industries and the impact
and influence that they have on present
day practice. Investigate the cyclical
nature of fashion, food, service
techniques and tourism activities eg
Adventure Tourism
Explore possible future tourism,
hospitality and retail activities in New
Zealand, imagine and design these.
Explore the career opportunities that
exist within hospitality, tourism, travel
or retail industries. Use recruitment
sites to explore job/career
opportunities within the service sector
e.g. Seek, Trade Me Jobs. Invite
industry speakers to the classroom e.g.
HR managers. Use career teacher to
8
Final Draft - 14 July 2015
develops, sustains and structures ideas
using appropriate oral language
features to create effects to inform a
group of learners who are training to be
event managers.
Students can be assessed on how
critically they examine the significance
for yourself, others and society of the
event. Students can also be assessed on
how well they construct and deliver a
crafted and controlled oral text which
develops, sustains and structures ideas
effectively using appropriate oral
language features to command the
attention of a group of learners who are
training to be event managers.
Business Studies
Select a large business from the tourism
or hospitality sector with more than 20
employees, or with a regional or
national significance, to study to
understand how and why businesses
respond to internal and external factors
and the consequences of operational
decisions.
Understand the business skills and
qualities required to successfully
manage a small, medium and large
tourism or hospitality business.
Consider current issues in the sector –
such as NZ as a distant destination –
issues for NZ when connecting with
customers from Europe, Asia and
America.
Tourism, hospitality and good business
practices work together and are all
essential for success. Examine this
statement and identify what it might
mean for a small, medium or large
organisation.
Investigate future focus areas (including
innovation):
 Consider international best
practice Services delivery
models and compare with NZ
placement, in a tertiary high
school, at a Polytechnic or
PTE, in a short course or
seminar, through industry
presentations at school.
work roles in tourism. (3) NZ ●
US 24729 Demonstrate knowledge of
world tourist destinations. (4) NZ ●
US 24731 Demonstrate knowledge of
destination New Zealand. (4) NZ ●
English:
AS 91102 Construct and deliver a
crafted and controlled oral text. (3) Δ
Business Studies:
AS 90843 Demonstrate knowledge of the
internal operations of a large business. (4)
Δ
AS 90844 Demonstrate understanding of
how a large business responds to external
factors. (4) Δ
Tourism Māori
US17788 Identify and explain the history
of natural attractions and significant sites
in tourism Māori (5) NZ (Note: This is a
level 3 unit standard.)
Alternative
Accounting
AS 91174 Demonstrate understanding of
accounting concepts for an entity that
operates accounting subsystems (4) Δ
AS 91175 Demonstrate understanding of
accounting processing using accounting
software (4) Δ
support awareness along with
CareersNZ., undertake Travel and
tourism trips/cultural camps
Investigate work roles within the
tourism industry




Use recruitment sites to explore
job/career opportunities within
the service sector e.g. Seek,
Trade Me Jobs.
Invite industry speakers eg HR
managers.
Use career teacher to support
awareness along with
CareersNZ.
Travel and tourism
trips/cultural camps

delivery models.
Consider international
perspectives towards language,
culture and identity issues
within Services Industries
sectors.
Examine historical global forces and
their impacts on New Zealand tourism,
hospitality and business
Develop a thorough knowledge of New
Zealand as a tourism destination to the
point of being able to confidently
provide information and advice on New
Zealand and the activities that can be
undertaken to overseas guests.
Develop sufficient knowledge to be able
to identify regions, countries and
gateway cities throughout the world;
identify the significance of regions and
countries of the world as tourism
generating markets and host
destinations; and identify and describe
tourist attractions, activities and events.
4.
Understand and use
relevant science,
social science,
technology, and
mathematics and
statistics in
hospitality, tourism
or retail business
contexts across the
Services Industries
sector.
Visitor Services
Describe and compare social and
cultural impacts of tourism both on a
specified region of New Zealand, and a
specified overseas destination.
Investigate the impacts of tourism on
the physical environment both of a
specified region in New Zealand and a
specified overseas destination, and
describe and compare these.
Investigate how knowledge of science
and mathematics is essential to the
successful outcomes of activities
undertaken by employees within the
9
Final Draft - 14 July 2015
Maths and Statistics
Using tourist destinations past, present
and future & tourist hospitality/
accommodation preferences etc, also
NZ visitor trends, NZer’s holiday and
entertainment preferences to access or
create rich relevant data sets for a stats
investigation using the PPDAC cycle:
 Posing questions
 Questionnaire design
 Sampling methods
 Data analysis & display
 Making an inference
Evaluating reports
Using existing menus, hotel service
Capabilities/ competencies focus
As above for Broad Learning Outcome 1
This learning may take place in
a range of educational
environments e.g. at a
secondary school, on a field
trip to industry, in a Trade
Academy, on a work
placement, in a tertiary high
school, at a polytechnic or
PTE, in a short course or
seminar, through industry
presentations at school. Use a
range of case studies,
interview a range of Service
industries business personnel,
research a range of historical
and statistical sources, etc.
Sector related:
Visitor Services
US 24726 Describe and compare social
and cultural impacts of tourism. (3) NZ
●
US18237 Perform calculations for a
tourism workplace (2) NZ ●
US 24727 Describe and compare
impacts of tourism on the physical
environment (3) NZ ●
Maths and Statistics:
AS 91263 Design a questionnaire. (3) Δ
AS 91264 Use statistical methods to make
an inference (4) Δ
service sector.
Develop an awareness of the impacts
technology has on the activities within
the service industry.
Analyse existing manufacturing and
delivery trends within a business in the
Services Industries sector etc.
Eg.
 An industry wants to move
towards a more sustainable
model in the use of disposable
products.
 on line services, POS.
 How do Services Industries use
and manage information.
 How is information and data
selected from a variety of
sources, integrated and used
confidently, ethically and
effectively
directories, or using travel brochures as
resources, or by researching food
technology & health awareness trends,
access or create rich relevant data sets
for a stats investigation using the
PPDAC cycle.
Network analysis – air travel times,
distances, costs, optimisation
Exploring probability models – accident
& safety statistics, risk analysis, health &
safety, spread of disease
Statistical literacy – interpreting
statistical reports eg. health & safety
reports , food preference trends
How can statistical thinking inform
business decision- making
How can technology and statistical
thinking solve customer service
problems, e.g. Personalisation of travel
preferences, timing of services, and
quality management of tourism
experiences.
Digital Technologies
Manage complex travel and tourism
information within a travel and tourism
business network or between networks
(Eg. rooms, beds, flights, road transport,
activities, venues etc).
Design a local area network for a smallmedium travel and tourism or
hospitality business
Economics
Describe and analyse the economic
significance of tourism to the New
Zealand economy.
Investigate the impact of the growth of
tourism, over the past decade, on New
Zealand’s economic growth using
economic concepts and models.
Explore examples of political, economic
and social forces that have disrupted or
enhanced tourism, hospitality and
business activity. Examples may include
10
Final Draft - 14 July 2015
Economics
AS 91223 Analyse international trade
using economic concepts and models (4) Δ
91224 Analyse economic growth using
economic concepts and models (4) Δ
Geography
AS91240 Demonstrate geographic
understanding of a large natural
environment (4)●
AS 91241 Demonstrate geographic
understanding of an urban pattern (3)●
Alternative
Economics
AS 91222 Analyse inflation using economic
concepts and models (4) Δ
Education for Sustainability:
AS 90815 Work cooperatively to develop
and present a strategy or design for
sustainability in response to a future
scenario. (3) Δ
Maths and Statistics
AS 91260 Apply network methods in
solving problems (2) Δ
AS 91267 Apply probability methods in
solving problems (4) Δ
AS 91266 Evaluate a statistically based
report (2) Δ
Digital Technologies
AS 91367 Demonstrate understanding of
advanced concepts relating to managing
shared information within information
systems (3) Not currently Included in VP
AS91368 Implement advanced systems
procedures to produce a specified digital
information outcome with dynamically
linked data (6) Not currently included in
VP.
AS91377 Demonstrate understanding of
local area network technologies (3)
Not currently Included in VP
AS91378 Implement procedures for
administering a local area network (4)
Not currently Included in VP
2007 global economic recession; natural
disasters such as earthquake, tsunami,
hurricane, flood; human made disasters
such as wars, terrorism, and climate
change.
Geography
Demonstrate understanding of an urban
pattern within the population change
that Auckland has experienced in the
last 150 years. Link this to the effect
that this has had on tourism or
hospitality.
Demonstrate understanding of a large
natural environment either nationally or
regionally within New Zealand and link
this to the impact that it has had on
tourism, hospitality and the business
sector. Examples may include a
particular river valley, mountains,
National Parks or New Zealand as a
whole.
Consider whether the reality of New
Zealand’s environment today measures
up to our marketed “clean green”
image.
Appendix:
Additional Standards.
Additional industry standards, also useful for gaining work experience in the sector, are under the following domains below:
Tourism, Food safety, Cookery, Hospitality generic, Food and beverage, Hospitality guest services.
Tourism
24728, DKO work roles in tourism, 24729 DKO world tourism destinations, 24730 DKO the business of tourism, 24731 DKO destination New Zealand, DKO tourist characteristics and needs, 24724 DKO the history of tourism,
24725 Describe and analyse the economic significance of tourism, 23767, DKO and use the internet in a tourism workplace, 18237 perform calculations for a tourism workplace, 24725 Describe and analyse the economic
significance of tourism, 24726 Describe and compare social and cultural impacts of tourism, 24727 Describe and compare impacts of tourism on the physical environment, 24733 Describe and promote a New Zealand tourist
destination.
Food safety
167 Practise food safety methods in a food business under supervision, 20666 demonstrate basic knowledge of contamination hazards and control methods used in a food business, 24526 Apply safe working practices in a
commercial kitchen.
11
Final Draft - 14 July 2015
Cookery
13344 Demonstrate knowledge of the characteristics of commercial cookery methods and their applications. 13285 Handle and maintain knives in a commercial kitchen, 13271 Cook food items by frying, 13272 Cook food
items by baking, 13273 Cook food items by boiling, 13274 Cook food items by poaching, 13275 Cook food items by steaming, 13276 Cook food items by grilling, 13277 Cook food items by braising and stewing, 13278 Cook
food items by roasting, 13279 Cook food items by microwaving, 13280 Prepare fruit and vegetable cuts, 13281 Prepare and present basic sandwiches for service, 13283 Prepare and present salads for service, 13284 Clean
food production areas and equipment, 13334 prepare and cook jams.
Hospitality generic
14466 Demonstrate knowledge of maintaining a safe and secure environment for people in the hospitality industry, 14469 Provide customers with information about an establishment in the hospitality industry
Food and beverage
14425 Prepare and serve hot and cold non-alcoholic drinks for a commercial hospitality establishment, 14431 Demonstrate knowledge of food service styles and menu types in the hospitality industry, 14434 Prepare and clear
areas for table service for a commercial hospitality establishment, 14436 Provide table service for a commercial hospitality establishment, 14440 Prepare and clear areas for counter food service for a commercial hospitality
establishment, 14443 Pack food and beverage orders for takeaway in a commercial hospitality environment, 14448 Service customer mini-bars for a commercial hospitality establishment, 17285 Demonstrate knowledge of
commercial espresso coffee equipment and prepare espresso beverages under supervision, 17286 Prepare and present pressed coffee for service, 17287 Prepare and present filtered coffee for service, 22428 Prepare and
serve tea.
Hospitality guest services
14467 Use telephone systems to provide guest services for a commercial hospitality establishment
12
Final Draft - 14 July 2015