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Most of the exam papers are available in English and Afrikaans
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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Grade 11 Past Papers & Memos – Tourism
by Editorial Team · Published December 24, 2021 · Updated June 13, 2023
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Download a pdf document with revision notes for grade 11 tourism learners in English, aligned to CAPS curriculum. The document covers topics from term 3 and 4 of 2023.
TOURISM GRADE 11 DATA HANDLING TASK 2023 7 | P a g e 3.1. State the lowest percentage in the geographic spread column. (2) 3.2. Refer to the bed nights column. a. Define the term " bed nights" (1) b. Calculate the total number of bed nights that have led to a 5,0% decrease. Show all steps of your calculation. (3) 3.3. Refer to the spend column.
A document with instructions and rubrics for a tourism practical assessment task for grade 11 students in South Africa. The task involves researching and visiting an existing business in the tourism industry and presenting findings in different formats.
A task on tour itinerary and promotion techniques for tourism learners in South Africa. The product includes the task, marking tools, moderation evidence and attachments.
Learn how to set and mark data handling tasks for tourism learners in Grade 11. Data handling is a source-based single-sitting assessment task that requires learners to collect, organise, represent, interpret and discuss data related to tourism topics.
Find exam papers, memos and summaries for Grade 11 Tourism in English and Afrikaans. Download free papers for Term 1, Term 2, Term 3 and Term 4 from 2012 to 2022.
Find the latest question papers and memorandums for tourism in grade 11. Download the past papers and memorandums for November 2018, 2019 and 2020 in English or Afrikaans.
Learn about the format, structure and cognitive demand of the Tourism question paper for Grade 12 in 2021. Find out the weighting and content of the data-handling task and other assessment tasks for the end-of-year promotion mark.
A source-based assessment task for Grade 10 Tourism students in South Africa. The task involves interpreting and analysing data on domestic tourism, adventure tourism and rhino poaching.
practical task tourism data handling task grade 12 2023 marking guideline question full name fact including statastic isimangaliso wetland park location ... Tourism DATA Handling TASK Memorandum. practical task. Course. Travel and Tourism Management 1. ... GDE Gr.12 Life Sciences ATP Term 2 2023. Language and Life Skills None. 17.
Find past exam questions on tourism attractions in the SADC countries for Grade 11 FET learners. Download a PDF document with 13 pages of questions and answers from November 2014 to November 2018.
This document provides the annual teaching plan for tourism grade 11 in term 1, covering topics such as tourism sectors, transport services, tourism skills and values. It also includes the PAT (Programme of Assessment and Testing) dates, the CAPS (Curriculum and Assessment Policy Statement) references, the requisite pre-knowledge, the resources and the assessment tasks.
Find curriculum support, assessment, lessons and resources for tourism as a subject in Grade 11 in the Western Cape Education Department. Learn about the activities, services and industries that deliver a travel experience to tourists in South Africa.
Tourism data handling task term 3 grade 11 2024 memo. Answered step-by-step . 2 answers. Grade 11 tourism class test on data handling term 3 nbsp. Answered step-by-step . 1 answer. Data handling grade 11 tourism task 2024. Answered step-by-step . 2 answers. ome All 2022 Grade 11 Tourism Task 4 Data-handling Task GRADE 11 TOURISM TASK 4 DATA ...
Tourism Revision Material Grade 12 Term 3 2023; Vraag 3 V1 Hersiening uit ou vraestelle (2019-2024 240813 125641; ... TOURISM DATA HANDLING TASK GRADE 10 2023 DURATION: 60 MINUTES TOTAL MARKS : 50 TEACHER INSTRUCTIONS ... Tourism Grade 11 Term 1 Week 3. Tourism 100% (7) Recommended for you. 43. Grade 12 Tourism Notes.
A source-based assessment task for Grade 12 Tourism students in South Africa, covering travel trends, payment methods and sustainable tourism. The task involves organising, presenting, interpreting and discussing data from various sources and requires a marking guideline.
2023 Grade 11 Maths Literacy September Term 3 Past Papers and Memos. Explore the latest Grade 11 Maths Literacy September Term 3 Past Papers and Memos for 2023. These resources are perfect for exam preparation and understanding the current trends in question formats.
A premium document with instructions and marking criteria for a data handling task based on tourist arrivals and world heritage sites in South Africa. The task is linked to the CAPS for Tourism and requires learners to organise, present, interpret and discuss data.
A data handling task for grade 12 tourism students in South Africa, based on Witsieshoek Mountain Lodge, a sustainable tourism business in the Qwa Qwa region. The task involves creating tables, diagrams, calculations and explanations using data from the lodge's website and information sheet.