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Tourism Grade 11 Exam Papers and Memos pdf download

Download tourism grade 11 exam papers and memos 2022 pdf.

Looking for Tourism Grade 11 Exam Papers and Memos? You’ve come to the right place. Aucfinder offers the latest official Memorandum, Past Paper, and Sample Test from the Department of Basic Education for free. You’ll also find a detailed explanation for each question together with answers and mark schemes.

If you’re taking Tourism this school year, we have everything you need to succeed including exam prep materials and past papers. These resources will give your insight into what is tested on this subject. They will help you understand the concepts and ideas that are being tested so that you can put in more time preparing for your exams.

Stand out from your classmates by getting these resources now!

Table of Contents

How to access Tourism Grade 11 Exam Papers and Memos 2022

There are a few ways that you can access Tourism Grade 11 past Papers and Memos for the year 2022.

One way is to visit your local Department of Education website and download the Grade 11 Tourism Paper and Memorandum Pdf from them.

Another way is to search for the papers online. A quick Google search should bring up a few options for you to choose from. Finally, you can also ask other students or teachers for copies of the papers.

However, it is important to note that these papers and memos are not always the most up-to-date or accurate. For example, the papers and memos from 2017 may not accurately reflect the current curriculum. It is always best to visit your local Department of Basic Education website to get the most accurate and up-to-date information.

Download Grade 11 Tourism Papers and Memorandum Pdf

Tourism Grade 11 Exam Papers and Memos for 2022 can be downloaded below. These papers and memos are essential for any Grade 11 Tourism student, as they provide valuable practice for the upcoming exams.

Grade 11 Tourism Papers and Memorandum Additional Resources

To help you prepare for your upcoming exam, we have also compiled a list of helpful Grade 11 Tourism Papers and Memorandum Pdf resources.

• Department of Basic Education Grade 11 Exams
• Eastern Cape Papers and Memorandum
• Free State Papers and Memorandum
• Gauteng Papers and Memorandum
• KwaZulu-Natal Papers and Memorandum
• Limpopo Papers and Memorandum
• Mpumalanga Papers and Memorandum
• Northern Cape Papers and Memorandum
• North West Papers and Memorandum
• Western Cape Papers and Memorandum

Final words

There are a few things to keep in mind when looking for Tourism grade 11 exam papers and memos.

First, make sure that the papers and memos are from reputable sources. There are a lot of websites out there that claim to have the most up-to-date and accurate information, but many of them are actually scams.

Second, take the time to read through the papers and memos before using them. This will help you to get a better understanding of the material and how it is supposed to be used.

Finally, make sure to practice with the papers and memos before the actual exam. This will ensure that you are fully prepared and will not be caught off guard by any of the questions.

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Most of the exam papers are available in English and Afrikaans

Summaries for Gr 11 Tourism

No June Exams was written due to covid

“You need [webcam] setup. You could point the webcam away from you but still see the screen. That is what I would change for the next session.”

Clarity of instruction

Instructors commented on the need for clear and concise teaching instructions when leading the break-out group practicals; they could not rely on tactile feedback and non-verbal communication, which would have occurred during a face-to-face session.

“I felt that I had to make sure that my instructions were a lot clearer because there wasn’t the ability to use tactile cues to assist the students.”

Two instructors suggested capping the instructor-to-student ratio (to four students) in each breakout room and to reconvene with the same instructor for each practice to build relationships with students and gain a better understanding of their learning needs in order to better support them. Instructors also reported a relationship between student motivation and student acquisition of skills.

“If you have the same group you build up a bit more rapport and [students] get to know you.”

“[Acquisition of skills] depended on how motivated each candidate was. Some were very motivated and got on with the activity and acquired the skills but some were maybe not motivated enough or maybe feeling frustrated that they were not getting it, and it was difficult for me to motivate them virtually.”

Accessibility and individualized learning

Students were able to attend and engage in the session remotely, even those who were not based in the UK. An important feature of online learning is that the view of the demonstration is the same for all students, which is not always possible in face-to-face teaching.

“Because we created videos for them to watch, and as they can ‘pin’ my video when I’m doing live demonstrations, the view is much more equitable for everyone.”

“It meant that fewer students were left out…we were able to have a global reach with many of the [students] taking the module outside of the UK.”

“[Students] were provided with equipment and resources to keep at home and so they have the opportunity for more hours of practice.”

Individualized learning describes an instructor’s ability to respond to an individual student’s learning needs. This was achieved with the use of the ‘pin video’ function on Zoom® to enlarge the view, and observe and instruct students one at a time. A student’s individual concerns and identified learning needs were more easily addressed in small group breakout practical sessions.

“Having breakout room facility [was comparable to face-to-face instruction] to help students on a more individual basis, and to help them acquire the skills.”

The UCL Ophthalmology Masters curriculum was transferred to predominantly online teaching in response to the COVID-19 outbreak. Lecture-based teaching was easily transferable for online delivery however, virtual teaching of clinical and surgical skills sessions required significant pedagogical consideration and planning. A recent editorial stressed the importance of in-person ophthalmic simulation training for the maintenance of surgical skills and competence [ 10 ]. Here we discuss the findings from our virtual ophthalmic surgical skills session and the purposeful steps taken to ensure successful online delivery to a diverse interprofessional student group. We note that these steps can also be utilized to teach generic surgical skills and are not exclusive to ophthalmic surgical skills training. General tips for course preparation and delivery are outlined in Table  2 .

Overall, students rated the session 8.85 (±1.19) out of a scale from 0 to 10 (10 being most satisfied). Student perceptions of their ability to interact with tutors, level of supervision, and view of demonstrations positively changed following the teaching session, as did their confidence in instrument handling, knot tying, and suturing. In addition, students could continue to practice the skills after their session, as they had the surgical kit with them at home.

95% of our students were ‘very satisfied’ or ‘satisfied’ with the Zoom® platform used to deliver the teaching session. Other medical educators have also successfully used this platform to deliver surgical skills teaching [ 11 ,  12 ]. For our session, the Zoom® platform was used to deliver presentations, play instructional videos, as well as watching students perform the skills via breakout rooms. However, any online platform with similar capabilities would suffice.

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Tourism Grade 11 2023 Skills Assessment Task Questions and Answer Guide

Tourism Grade 11 Skills Assessment Task Questions and Answer Guide:

Grade 11 Tourism Skills Assessment 2023 Task 1 Questions and Memo: The Tourism Skills Assessment Task 1 for Grade 11 in 2023 aimed to assess problem-solving and critical thinking skills of students. The task focused on the revival of the tourism industry to meet Covid-19 challenges and the reform of the tourism transport industry.

The purpose of this assessment was to develop critical thinking skills in students, which are essential in many situations that they may encounter in the 21st century. The Tourism industry requires employees to think quickly and creatively, especially during the pandemic, where they must improvise and meet challenges through critical analysis and thinking skills.

The TSA tested the students’ critical thinking skills and their knowledge of the Tourism Industry Transport Sector in the context of COVID-19. The students were required to collect, analyze, organize and critically evaluate information based on current events. By doing so, they were expected to propose solutions to revive the tourism industry and reform the transport sector to meet the challenges of the pandemic.

Table of Contents

Grade 11 Tourism Skills Assessment 2023 Task 1 Questions and Memo for Gauteng

• Read the instructions carefully: Before you begin the task, make sure you understand what is required of you. Read the instructions carefully and make note of any specific requirements or guidelines.
• Research the topic: In order to complete the task, you may need to do some research on the topic. Use reliable sources such as textbooks, academic journals, and reputable websites.
• Plan your approach: Once you understand the task requirements and have done some research, plan out your approach. Create an outline or brainstorm ideas to help you organize your thoughts and ensure you cover all the required areas.
• Use relevant examples: When completing the task, use relevant examples and case studies to support your points. This will show that you have a good understanding of the topic and can apply your knowledge to real-world situations.
• Proofread and edit: Before submitting your completed task, make sure to proofread and edit it carefully. Check for spelling and grammatical errors, ensure your ideas are clearly presented, and that you have followed the instructions correctly.

By following these steps, you can approach a tourism skills assessment task with confidence and demonstrate your knowledge and understanding of the topic.

Question 1: Airports, Airlines and Flights

Scenario 1:

The National Minister of Tourism has been tasked by President Cyril Ramaphosa to put together a task team to investigate tourism challenges in South Africa that had been there in 2022. The team was commissioned to travel around the country to get a clearer picture of the challenges faced by the country. The team of delegates from different provinces of South Africa have decided to fly to Gauteng to have a briefing session with the minister before embarking on their trip.  As a member of the task team, you will be taking a business class flight from King Shaka International Airport to Gauteng. You were given the option of joining a chartered flight which is a connecting flight from Virginia Airport (private airport just outside Durban) to Pietermaritzburg Airport, but the time schedule does not fit your schedule for the day and hence the reason for you taking a business class flight.  The proposed schedule is as follows, with the modes of transport:  Day 1-3 – Gauteng (business class flight)  Day 4-6 – Western Cape (chartered flight)  Day 7-9 – Eastern Cape (coach to Western Cape)  Day 10 – Northern Cape (chartered coach)  Day 11-13 – Mpumalanga and Limpopo (business class flight)  Day 14-15 – Free Sate and Northwest Province (Rented vehicle)  Day 16-19 – KZN (business class flight).

Answers (Memorandum Guide)

The task requires the team to compile an A5 three-page travel information booklet. The booklet should cover the following topics:

• Explain the difference between a connecting and a chartered flight
• Explain the difference between Virginia Airport and King Shaka International in terms of physical structure
• Name and provide a brief description of the THREE parts of King Shaka International Airport (6).
• The city of Port Elizabeth (1). Answer: Gqeberha
• The international airport in the city where the task team will arrive on day 7 (1).
• Use the map of the nine provinces provided to indicate the location of ALL airports required for the domestic flights mentioned in the scenario by using symbols. A legend or key should be included to describe the symbols
• Name and discuss FOUR ways how travelers should be considerate towards other travelers during the flight. View the answer here

Question 2: Flights Schedule, Seating Configurations and Boarding Pass

Name TWO airlines currently operating in South Africa for domestic flights.  Answer: South African Express and Airlink

Read the extract below and answer the question that follows: 

Give TWO benefits for travellers of receiving the Inflight magazine online.

• Convenience: By receiving the inflight magazine online, travelers can access it at any time during their journey, even before the flight. This allows them to plan and prepare for their trip in advance, as well as have something to read during the flight. Additionally, they don’t need to worry about carrying a physical magazine with them, which can be bulky and take up valuable space in their luggage.
• Sustainability: Inflight magazines can be a significant source of waste in the aviation industry, with thousands of copies being printed and distributed on each flight. By providing the magazine online, airlines can significantly reduce their environmental impact and promote sustainability. This can appeal to travelers who are environmentally conscious and prefer to support companies that prioritize sustainable practices.

Read the extract from the FlySafair website below and answer the question that follows:

The airline has the option of a blocked seat.

Explain how the blocked seat option will be to the benefit of the task team.

The blocked seat option will be beneficial for the task team as it will provide them with additional space and privacy during their flight. This option is particularly useful for those who are looking for more comfort and convenience during their business trip or romantic weekend getaway. By booking the blocked seat, the task team can work or relax comfortably without worrying about sharing the middle seat with a stranger. This feature also enables the team to employ a degree of social distancing during their journey, which can be reassuring given the current COVID-19 pandemic. Overall, the blocked seat option provides the task team with more control and flexibility over their travel experience, allowing them to tailor it to their specific needs and preferences.

Task: The task team needs to arrive in Cape Town at 11:00 on Friday. Choose the most appropriate flight for them considering their preferences as VIP guests. Use ADDENDUM C on Page 13. Draw a table and provide the following information for the flight:

• Preferred Airline
• Flight Number
• Price per person
• Elapsed / Flight Time

Create an electronic boarding pass for one of the task team members, using the information gathered

Self-reflection:

Once you have completed the Tourism Skills Assessment task, please complete the following reflection activity.

• Which of Question 1 or Question 2 did you enjoy completing the most? Give reasons for your preference.
• Which part of completing the Tourism Skills Assessment task did you find the most challenging and why?
• Recommend how you would improve this Tourism Skills Assessment task, giving details of the improvement.
• List the insights that completing this Tourism Skills Assessment task brought to you.

Download the Gauteng Tourism Grade 11 2023 Skills Assessment Task 1 in PDF

Tourism grade 11 2023 skills assessment task.

Please submit the Tourism Grade 11 Skills Assessment Task Questions Paper in pdf format and you could get assistance from one of our tutors.

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GRADE 11 TOURISM FINAL EXAMINATION AND MEMORANDUM (2021)

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Resource Description

GRADE 11 TOURISM FINAL EXAMINATION

PREPARED IN 2021

MEMORANDUM IS AVAILABLE IN THE RESOURCES

OUT OF: 200 MARKS

ADVISED DURATION IS: 180 MINUTES

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