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Hospitality and Tourism
The SHSM–Hospitality and Tourism enables students to build a foundation of sector-focused knowledge and skills before graduating and entering apprenticeship training, college, university, or an entry-level position in the workplace. Where local circumstances allow, boards may elect to offer one or more variants of the SHSM in a given sector, each with a particular area of focus. This SHSM may be designed to have a particular focus – for example, on tourism or hospitality. This focus is achieved through the selection of the four major credits in the bundle.
Required Components for the SHSM–Hospitality and Tourism
The SHSM–Hospitality and Tourism has the following five required components:
1. A bundle of nine Grade 11 and Grade 12 credits
These credits make up the bundle:
- four hospitality and tourism major credits that provide sector-specific knowledge and skills. The four courses must include any combination of Grade 11 and Grade 12 credits, and may include up to three cooperative education credits related to the sector. (These cooperative education credits would be additional to the two that are required in the bundle; see below);
- three other required credits from the Ontario curriculum. Schools may commit to including a contextualized learning activity (CLA) for the hospitality and tourism sector in each of the three credits. In each credit, some of the course expectations are then met through the CLA. (Schools that do not formally commit to including CLAs are still free to offer them in one or more of the credits.) The three credits include one in each of the following:
- English;
footnote 1 - Mathematics; and
- Science or Business studies or an additional major credit or an additional cooperative education credit related to the sector, which would be additional to the two cooperative education credits required in the bundle; see below;
- English;
- two cooperative education credits that provide authentic learning experiences in a workplace setting, enabling students to refine, extend, apply, and practise knowledge and skills outlined in the cooperative education curriculum as well as sector-specific knowledge and skills.
Credits | Apprenticeship | College | University | Workplace |
---|---|---|---|---|
Major Credits | 4 | 4 | 4 | 4 |
English may include a CLA | 1 | 1 | 1 | 1 |
Mathematics may include a CLA | 1 | 1 | 1 | 1 |
Business Studies or Science may include a CLA May be substituted with 1 additional major credit or 1 cooperative education credit (this is in addition to the 2 required cooperative education credits) | 1 | 1 | 1 | 1 |
Cooperative Education | 2 | 2 | 2 | 2 |
Total number of credits | 9 | 9 | 9 | 9 |
Note: Multiple credits in the Ontario technological education curriculum allow additional instructional time for the practice and refinement of skills needed to develop student performance to the levels required for certification, entry into apprenticeship programs, or participation in school–work transition programs (see The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009, page 17).
2. Sector-recognized certifications and/or training courses/programs
This SHSM sector requires students to complete a specified number of compulsory and elective sector-recognized certifications and/or training courses/programs, as indicated in the following table. Note: Where an item in the table is capitalized, it is the proper name of the specific certification or training course/program that is appropriate for the SHSM. Where an item is lowercased, it is the name of an area, type, or category of training for which specific certifications or training courses/programs should be selected by the school or board. The requirements are summarized in the table below.
Four (4) compulsory
- Cardiopulmonary Resuscitation (CPR) Level C - includes automated external defibrillation (AED)
- customer service
- Standard First Aid
- Workplace Hazardous Materials Information System (WHMIS) – generic (i.e., not site-specific) instruction
Two (2) electives from the list below
- advanced training in a technique (e.g., paddling)
- anti-oppression and allyship training
- compass/map/global positioning system (GPS)
- dietary considerations
- fire safety and fire extinguisher use
- fishing guide
- geographic information system (GIS)
- heritage interpreter
- infection control
- leadership skills
- portfolio development
- safe food handling – basic
- spa etiquette
- ticket agent
- tourism – basic
- wilderness survival
- advanced training in a technology
- cash handling and register training
- cook/line cook
- event coordination
- first aid/CPR/AED awareness
- Food Handler Certification
- guest services
- housekeeping services
- introduction to hospitality management
- life-saving (Bronze Cross or higher)
- project management
- Smart Serve
- spa service
- tour guide
- wilderness first aid
3. Experiential learning and career exploration activities
Experiential learning and career exploration opportunities relevant to the sector might include the following:
- one-on-one observation of a cooperative education student at a placement in the hospitality and tourism sector (an example of job twinning)
- a day-long observation of a chef (an example of job shadowing)
- a one- or two-week placement at a local tourist attraction (an example of work experience)
- participation in a local, provincial, or national Skills Canada competition
- attendance at a hospitality sector trade show, conference, or job fair
- a tour of a tourism or hospitality business
- assisting at a community competition or event
- participation in a wilderness survival camp
4. Reach ahead experiences
Students are provided one or more reach ahead experiences – opportunities to take the next steps along their chosen pathway – as shown in the following examples:
- Apprenticeship: visiting an approved apprenticeship delivery agent in the sector
- College: interviewing a college student enrolled in a sector-specific program
- University: observing a university class in a sector-related program
- Workplace: interviewing an employee in the sector
5. Sector-partnered experiences (SPEs)
Students engage with a sector partner and apply skills to gain insight into the relationship between this sector and ICE (innovation, creativity, and entrepreneurship), coding, and/or mathematical literacy.
Occupations in the Hospitality and Tourism Sector
The following table provides examples of occupations in the hospitality and tourism sector, sorted according to the type of postsecondary education or training the occupations would normally require.
Apprenticeship Training
- Bakers
- Butchers, meat cutters, and fishmongers – retail and wholesale
- Chefs
- Conference and event planners
- Cooks
College
- Accommodation service managers
- Conference and event planners
- Food service supervisors
- Professional occupations in advertising, marketing, and public relations
- Restaurant and food service managers
- Travel counsellors
University
- Biologists and related scientists
- Dietitians and nutritionists
- Inspectors in public and environmental health and occupational health and safety
- Professional occupations in advertising, marketing, and public relations
Workplace
- Airline ticket and service agents
- Executive housekeepers
- Food and beverage servers
- Food counter attendants, kitchen helpers, and related support occupations
- Ground and water transport ticket agents, cargo service representatives, and related clerks
- Hotel front desk clerks
- Other customer and information services representatives
- Other service support occupations
- Pursers and flight attendants
- Receptionists
- Sales and account representatives – wholesale trade (non-technical)
- Theatre, fashion, exhibit, and other creative designers
Footnotes
- footnote[1] Back to paragraph Note that a compulsory English credit is required in Grade 11 and in Grade 12 for graduation with an OSSD. Schools may determine whether the CLA, if offered, is completed in the Grade 11 or Grade 12 English course.