TOURISM
EXAMINATION GUIDELINES
GRADE 12
2021

1. INTRODUCTION
The Curriculum and Assessment Policy Statement (CAPS) for Engineering Graphics and Design outlines the nature and purpose of the subject Engineering Graphics and Design. This guides the philosophy underlying the teaching and assessment of the subject in Grade 12.
The purpose of these Examination Guidelines is to:

• Provide clarity on the depth and scope of the content to be assessed in the Grade 12 National Senior Certificate (NSC) Examination in Engineering Graphics and Design.
• Assist teachers to adequately prepare learners for the NSC examinations.

This document deals with the final Grade 12 external examinations. It does not deal in any depth with the School-based Assessment (SBA), Performance Assessment Tasks (PATs) or final external practical examinations as these are clarified in a separate PAT document which is updated annually.
These Examination Guidelines should be read in conjunction with:

• The National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement (CAPS): Engineering Graphics and Design
• The National Protocol of Assessment: An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R–12)
• The national policy pertaining to the programme and promotion requirements of the National Curriculum Statement, Grades R–12

2. ASSESSMENT IN GRADE 12
2.1 Abridged Section 4 of the CAPS
Revised school-based assessment (SBA) for 2021–2023
GRADE 12

The formal assessment requirements for Tourism (Grade 12)

• Four formal theoretical (SBA) assessment tasks must be completed during the school year in Grade 12. This accounts for 25% of the total marks for the end-of-year assessment in Term 4. The four formal theoretical (SBA) assessment tasks are COMPULSORY.

The end-of-year assessment includes two parts:

• A practical assessment task (PAT) and a written theory paper. Together, these two parts make up the remaining 75% in Grade 12.
• Together, the three components constitute the end-of-year promotion mark of 100%.
• In Grade 12, all SBA assessment tasks are internally set, marked and moderated.
• The end-of-year NSC assessment (75%) in Grade 12 is externally set, marked and moderated.
• Each task must cater for a balanced range of cognitive levels as well as align to the prescribed range for levels of difficulty.
• An item and error analysis of learner performance must be completed after marking a formal assessment task. The purpose of the analysis is to expose a lack of knowledge and understanding or poorly developed skills. It further assists to identify the most suitable intervention strategy to improve the level of knowledge and understanding and learner performance.
• The PAT is assessed internally by the teacher and departmental head responsible for Tourism. It may also be moderated externally by the subject advisor/provincial subject head.

2.2 Format of the Grade 12 Tourism question paper

• The Tourism examination consists of one 3-hour paper of 200 marks.
• The question paper is divided into five COMPULSORY sections.
• The national question paper for Tourism is set using a particular structure. It will be to the advantage of learners to familiarise themselves with the format. It is advised that teachers keep to the format below for all examinations that are set internally.

The table below outlines the structure of the paper.

2.3 Cognitive demand in the question paper
The question paper caters for the different learning abilities of learners with a range of cognitive levels. Learners can expect questions with lower, middle and higher cognitive levels.
In order to adequately prepare learners for the cognitive demand of the final examination paper, it is essential for teachers to align the cognitive demand of all internal formal assessment tasks for Grades 10–12 to the levels stipulated in the CAPS. More complex learning will lead to higher-order thinking. Teachers must ensure that internal formal assessment tasks not only contain the 'know what', but also the 'know how'.
The table below indicates the weighting of the cognitive demand in the paper, as stipulated in the CAPS or Abridged Section 4 amendments.

Teachers and learners must note that there is a relation between the marks allocated to a particular question and the cognitive demand. Question papers are also aligned to the prescribed range for levels of difficulty. Learners should keep this in mind when responding to questions.

When setting question papers and other formal assessment tasks, both examiners and teachers must complete an analysis grid to ensure that the paper is weighted correctly according to the cognitive levels and levels of difficulty stipulated in the National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement (CAPS): Tourism.
2.4 Structure of the question paper: Grade 12 Trial and final NSC Examinations
In the table below the time allocation is added to assist learners with time management to complete the question paper in time.

Teachers must keep abreast with the latest developments and current trends in the tourism industry when setting both informal and formal assessment tasks. Encourage learners to develop a glossary of words/terms that are related to each of the topics above.
Note the following:

• All questions are COMPULSORY.
• Learners must be encouraged to read through the question paper carefully before they start writing.
• Application of the content is one of the skills required in answering the Tourism question paper.
• When learners are allowed to start writing, they should write down any thoughts or ideas that come to mind on certain questions at the back of the ANSWER BOOK. Writing down ideas can be useful to trigger the memory when the actual questions have to be answered.
• Read all the headings and instructions carefully. Learners should engage with resources, such as case studies, extracts, graphs, maps, cartoons, pictures, flow charts, infographics, currency rate tables and word clouds. Study the resources and the questions: 'What is this about?; What is it telling me?; What part of my knowledge does it relate to?'
• Learners should be taught to consider the mark allocation when determining the length of their responses.
• Learners must be encouraged to use tourism terms and concepts in their responses.
• Answer in full sentences, unless otherwise indicated.
• Learners must be encouraged to leave time at the end of the examination to reflect on their responses.
• Neat, legible handwriting is essential. Correcting poor expression, spelling and checking calculations will be to their advantage.
• No marks will be awarded for only stating 'yes/no'; marks will be awarded for the motivation/substantiation of the response.
• The Grade 12 Tourism question paper is the final examination of the three-year FET phase and content covered in Grades 10 and 11 is used to examine the depth of learning in this phase.

SECTION A: SHORT QUESTIONS
This section will contain short questions, such as multiple-choice questions, matching items (COLUMN A/COLUMN B), choose the correct word from the options given, give the correct term, map work, graphs, mind maps, pictures, tourism logos, cartoons, infographics and word clouds. Know the tourism terminology and abbreviations/acronyms well; they may be assessed in this section. There are no TRUE/FALSE questions.
Learners should be made aware that, contrary to popular belief, this section cannot necessarily be considered the 'easy' part of the paper. Questions which at first glance appear simple, may require careful consideration. Consider the distractors carefully in the multiple-choice questions.
All topics and subtopics in the Grade 12 CAPS may be assessed in this section, however, Grade 10 and 11 content, which is considered to be foundational, underpinning knowledge may be included here. Questions could also be structured to cover the various levels of cognitive demand.
SECTIONS B, C, D and E
These sections assess individual topics in more depth and will generally require more comprehensive and, in some cases, more in-depth responses from learners.
In these sections questions may be based on sources, such as maps, graphs, tables, pictures, logos, flow diagrams, extracts, case studies, cartoons, infographics and word cloud. It will be to learners' advantage if they are exposed to these sources from Grade 10 in both formal and informal assessment tasks.
The paper will not only assess the learners' knowledge of the content in the topics, but also their ability to demonstrate more complex understanding and problem-solving skills. Learners may be asked to explain, motivate, substantiate, interpret, apply, reason and calculate. Learners must be alerted to SHOW ALL STEPS for the calculations and rounding off answers to TWO decimal places in Forex calculations.
Questions may start with 'Give your views on …'; 'Explain why …'; 'Discuss how …'; 'Comment on …'; 'Suggest …'; 'Analyse …'; 'Evaluate …'; 'Do you agree …'; 'Recommend' …; 'Justify/Motivate/Substantiate …'; 'In your opinion …,'; 'Argue for or against …'; etc. These questions require higher-order thinking skills and learners have to think critically and creatively or solve problems.
These sections will also include questions that require paragraph-type responses. It is recommended that learners be trained to write paragraph-type answers.

3. ELABORATION OF THE CONTENT FOR GRADE 12 (CAPS)
An elaboration is given below of the content and contexts to be included in the assessment of the topics for Tourism. This section must be read in conjunction with the Tourism CAPS (Sections 3 and 4) as well as the Abridged Section 4 (Grade 12 CAPS Amendments for Tourism – 2021).

4. THE PRACTICAL ASSESSMENT TASK (PAT)
The practical assessment task is a compulsory component of the subject Tourism and contributes to the final promotion mark.
4.1 Setting of the PAT

• The PAT for Grade 12 will be externally set and moderated every year.
• The PAT assesses the practical skill sets of the subject.
• The PAT is set to include application of skills that progress from basic to more advanced skills.
• Foundational content and skills from Grades 10 and 11 may be assessed in the Grade 12 PAT.
• The Grade 12 PAT package includes PATs 1 & 2 (including the assessment instruments) and a resource pack for learners.
• Instructional information on mediation and implementation is included in the Teacher Guidelines.

4.2 Structure and implementation
The PAT package consists of TWO parts:
Part 1 (For teachers): The Teacher Guidelines (for mediation and information)

Part 2 (For learners): The PAT, the assessment instrument and the PAT resource pack

4.3 Administration

• The PAT must be administered under controlled examination conditions.
• The PAT will be conducted in an 8-hour session, broken down into two 4-hour sessions. The two 4-hour sessions must be scheduled over two consecutive days. Break times are to be implemented at the discretion of the school.
• Both sessions must take place on consecutive days. These dates will be set by the DBE.
• Provinces and schools may not change or retype this task or use the task of the previous year.
• All PATs must be handwritten, with the exception of learners who have applied for a concession.
• Only resources and addenda provided in the official PAT must be used.
• Candidates not attending the PAT sessions with or without a valid reason will be dealt with in accordance to the National Protocol for Assessment (NPA) paragraphs 4B(f)(ii), 6(4)(a)(ii), 8(1), 8(4), 8(5), 8(6), 8(7), 9(2), 10(3), 14(1)(b),14(1)(d),14(1)(e) and the National Policy Pertaining to the Programme and Promotion Requirements (NPPPR) paragraph 29(1).

4.4 Marking and moderation

• The PAT is marked by the teacher and moderated by the departmental head/subject head responsible for Tourism. It is also moderated externally by the subject advisor/provincial subject head. This process is verified externally by DBE/Umalusi.
• The learners' PATs are moderated at all levels of moderation: School/District/Provincial.
• Only the moderation instrument provided in the PAT Teacher Guidelines must be used for all levels of moderation to ensure credibility of the moderation process.
• The standard of the learner PAT will be determined and approved by the subject advisor/ provincial subject head for final submission of the marks.

5. CONCLUSION
This Examination Guidelines document is meant to articulate the assessment aspirations espoused in the CAPS document and the Abridged Section 4 (Grade 12 CAPS Amendments for Tourism) 2021. It is therefore not a substitute for the CAPS document which educators should teach to.
Qualitative curriculum coverage as enunciated in the CAPS cannot be over-emphasised.
ANNEXURE A
THE TIME ZONE MAP (used in the NSC question paper)

ANNEXURE B
ACTION VERBS: BLOOM'S REVISED TAXONOMY

ANNEXURE C
LIST OF TERMS THAT IS GENERALLY USED WHEN SETTING QUESTIONS

ANNEXURE D
LIST OF TEXTBOOKS APPROVED BY THE DBE