Specific Competence: Students will understand the history of tourism in Zambia. They will explore different types of tourism. They will also learn about job opportunities in the tourism industry. Learning Activities: Students will explain key words like "travel," "tourism," "tourist," and "excursionist" (someone who travels for a short time, both locally and internationally). They will learn about the history of tourism in Zambia, including its development, important places to visit, and popular travel packages. They will research historical sites in Zambia. Students will also look into different types of tourism, such as local travel, international travel (coming in or going out), holiday travel, business travel (for meetings or conferences), cultural trips, and ecotourism (travel that protects nature). They will find out why tourism is important for the economy, for sharing cultures, and for the environment. Students will talk about jobs in tour and travel services (like tour guides or travel agents), transportation (like pilots or flight attendants), accommodation (like receptionists), and food and drinks (like chefs or waiters). Expected Standard: Students will correctly explain the history of tourism in Zambia. They will properly describe different types of tourism. They will also correctly explain job opportunities in the tourism industry.
Specific Competence: Students will show they understand the main parts of travel and tourism. Learning Activities: Students will discuss the main parts of travel and tourism: the place people visit (destination), interesting things to see (attraction), places to stay (accommodation), how to get there (transportation), food and drinks, and events. They will identify the five main things that make tourism competitive: attractions, how easy it is to get there (accessibility), places to stay (accommodation), things to do at the attraction (attraction amenities), and activities. Students will describe important skills for tourism jobs, such as how to talk to people (communication), working well in a group (teamwork), understanding different cultures (cultural sensitivity), knowing themselves (self-awareness), being able to adjust (adaptability), and managing their own work (self-management). They will practice planning a travel plan (itinerary) for a tourist group visiting their local area for three days, focusing on a specific type of tourism like cultural or ecotourism. This plan will include where to stay, meals, transport, and activities. Expected Standard: Students will correctly show they understand the main parts of travel and tourism.
Specific Competence: Students will practice how to travel responsibly. Learning Activities: Students will think about how tourists should act in different cultures and places, like dressing respectfully, greeting people politely, and being kind. They will explain why it is important to respect local cultures and traditions. Students will discuss possible dangers and worries when traveling, such as crime, money problems, health issues, and personal safety, and how to reduce these risks. They will also discuss how to help tourists with special needs, like older travelers, pregnant women, children, and babies. Students will research what responsible tourists should do, such as respecting local culture, respecting human rights, and protecting the environment. Expected Standard: Students will correctly practice responsible travel behaviour.
Specific Competence: Students will understand why people travel. Learning Activities: Students will discuss the reasons that make people want to travel, such as how much money they have (income), the weather (climate), how safe a place is (safety, security), and how friendly the people are (hospitality). They will describe activities that make people want to travel, like holidays, learning about culture or religion, getting an education, playing sports, or attending workshops. Students will look at different reasons for travel, such as physical needs (like relaxing), cultural interests, wanting to meet new people (interpersonal), or for status and importance (prestige). They will create a simple survey to ask people in their community or family why they travel for adventure and then present their findings in a report, discussing common trends. Expected Standard: Students will correctly understand why people travel.
Specific Competence: Students will be able to create tourism products and services. Learning Activities: Students will examine tourism products (like transportation, places to stay, food and drinks, activities, attractions, and travel packages) and services (like travel insurance, help with travel documents, and language translation). They will discuss the main features of products and services, such as being something you cannot touch (intangible nature), being produced and used at the same time (inseparability), and being different each time (variability). Students will sort attraction centers into two groups: natural ones (like national parks, waterfalls, rivers, and mountains) and man-made ones (like museums, dams, and wildlife sanctuaries). Expected Standard: Students will correctly create tourism products and services.
