Utilize word-processing software to create career/industry related documents.
Create a business card for networking purposes.
Utilize spreadsheet software to enhance decision-making skills.
Utilize database software to create a basic database.
Utilize presentation software to create a multimedia presentation.
Explain and utilize Internet fundamentals (e.g., E-mail, portals/search engines).
Identify and describe the function of office technology equipment.
Utilize a desktop publishing program to design a homepage for the schools travel program (i.e., High Wire).
Compare the uses of the Internet, including electronic mail, as used to communicate quickly with suppliers, customers, and other agencies.
Identify the impact of the Internet on the hospitality and tourism industry (including the trend of travelers booking their own reservations, etc.)
List some of the many web site addresses of organizations that can provide the most up-to-date information about the industry.
Demonstrate the importance of the Internet as a research tool to quickly answer customers' questions regarding such items as weather, sightseeing options, hotels, car rentals, restaurants, documentation requirements, theatres, and parks.
Analyze past, present, and future impact of technology on the travel and tourism industry (i.e., liquor portion control system, hospitality information systems, food and beverage information systems, club management software).
Understand and demonstrate proficiency using a computer reservation system. – The student will be able to:
Identify the major travel computerized reservation systems (e.g., SABRE, APOLLO, System One AMADEUS, WorldSpan, etc).
Distinguish between hosts and co-hosts.
Identify the tasks performed by computer reservations agents (e.g., creating Passenger Name Records [PNRs], maintaining PNRs, airspace, quoting airfares, pricing itineraries, rental cars, hotel accommodations).
Demonstrate an understanding of computer reservation system records. – The student will be able to:
Define a Passenger Name Record (PNR).
Identify and explain the items needed to create a PNR.
Identify optional parts of a PNR (e.g., Special Services Requests [SSR], Other Service Information [OSI], remarks).
Create a PNR by entering coded ticketing information.
Retrieve a PNR.
Modify a PNR.
Demonstrate the importance of standardization in the airline industry. – The student will be able to:
Identify airline references used for air travel (e.g., Official Airline Guide [OAG], Customer Reservation System [CRS], and published timetables).
Identify carrier, airport, and city codes for major domestic and international airlines.
Explain the city/airport and airline codes.
Identify hub and spoke systems utilized by major carriers.
Explain the use of the tables, including class of service, frequency code, and meal/snack service.
Interpret a flight schedule by identifying the classes of service and booking codes.
Calculate flight times in relation to different time zones.
Define passenger bill of rights and rules governing air travel (e.g., delays, cancellations, acts of nature).
Perform functions that are associated with the computer reservation system. – The student will be able to:
Simulate booking a flight reservation from an availability display.
Create a CRS itinerary.
Explain airfares and the ticketing process.
Identify the agencies that set standards and monitor ticketing processes such as issuance, payment, and refunds.
Enter data in an automated system and use the ticket information to invoice an itinerary with non-ARC segments.
Read and interpret an Automated Ticket and Boarding Pass (ATB).
Demonstrate a functional understanding of how to handle a segment status change.
Recognize functions associated with making a lodging reservation. – The student will be able to:
Identify references used in the lodging industry (e.g., Official Hotel Guide, Hotel and Travel Index, OAG Business Travel Planner, Internet, a CRS display).
Compare a sample listing for a lodging establishment in each of the references identified above.
Recognize and display hotel codes.
Compare the information found on a hotel’s website vs. a CRS availability display.
Determine information needed to book a hotel reservation.
Identify types of computer generated reports used in the industry (i.e., cashier report, arrival report, credit report, departure report).
Recognize functions associated with making a ground transportation reservation. – The student will be able to:
Identify references used in the car rental and rail transportation industry (e.g., OAG Business Travel Planner, Internet, CRS display, Amtrak National Train Timetable, VIA Rail Selling Guide, VIA Resernet Interactive).
Determine options for transferring to destination (e.g., mass transit, taxi, shuttle, car rental).
Determine information needed to book rail travel.
Determine information needed to book a car rental.
Using a CRS, read and interpret the information found in an availability display.
Compare and contrast policies and procedures for renting a car vs. booking a rail ticket (domestic and international).
Recognize functions associated with a cruise reservation. – The student will be able to:
Identify references used in the cruise line industry (e.g., Cruise Line International Association [CLIA] Manual, Berlitz Complete Handbook to Cruising, Star Service, and Total Traveler by Ship, cruise brochures, and CRSs).
Compare a sample listing for a cruise reservation in two of the references identified above.
Determine information needed to book a cruise reservation.
Assess the impact of technology and automation on the travel reservation industry. – The student will be able to:
Research current trends in the use of computers in the travel reservation industry.
Analyze major uses and effects of the Internet on the travel reservation industry.
Contrast the value-added services offered by a travel consultant vs. online services.
Assess possible career paths requiring the knowledge of computers in the travel reservation industry.
Demonstrate proficiency in applying communication, leadership, and customer relations skills in the travel and tourism industry. – The student will be able to:
Demonstrate techniques for making and maintaining a positive first impression.
Practice telephone techniques for placing, answering, placing on hold, and referring telephone calls.
Record and relay accurate messages.
Interpret business policies to customers/vendors.
Propose techniques to resolve complaints.
Apply networking skills.
Evaluate team performance.
Differentiate between appropriate and inappropriate business attire and grooming.
Compare and contrast school and work environment.
Debate current issues impacting the industry.
Generate a report using industry-related resources.
Create an itinerary.
Plan and participate in a meeting/conference.
Apply leadership skills through involvement in community and/or school activities.
Apply employability skills necessary for success in the travel and tourism industry. – The student will be able to:
Investigate career skills necessary to be successful in the industry (e.g., geography, sales, customer service, telephone, computer, foreign language, math, written and oral communication).
Research currently available job opportunities and/or post-secondary programs.
Update resume and cover letter for the purpose of applying for a travel and tourism related job or college admission.
Evaluate and update career portfolio (e.g., resume, letters of recommendation, awards, evidence of participation in service and work-based learning activities, employer evaluations).
Assess skills needed for a successful interview (research company, anticipate questions, prepare questions).
Develop criteria and measure performance of specified professional behaviors.
Perform designated job skills. – The student will be able to:
Perform tasks as outlined in the job performance skills plan.
Display an acceptable level of production and quality control.
Maintain appropriate records.
Demonstrate appropriate dress and grooming habits for the workplace environment.
Research a company’s products and services.
Demonstrate work ethics. – The student will be able to:
Demonstrate effective written and oral communication and listening skills.
Demonstrate the ability to resolve customer, employee, and employee/employer problems and concerns.
Demonstrate acceptable work habits and conduct in the workplace as defined by company policy.
Demonstrate legal and ethical behavior within the scope of job responsibilities.
Discuss social impact of the Internet (e.g., commerce, relationships, gathering personal research, validity of data).
Discuss demographics of Internet users.
Discuss criteria for selecting an Internet Service Provider (ISP).
Describe process for securing a domain name.
Discuss copyright and registered trademark issues in securing a domain name.
Discuss the needs of the business traveler. – The student will be able to:
Explain who the business traveler is and why they travel.
Compare and contrast corporate travel policies.
Explain the role of the frequent flyer and guest programs.
Discuss the role of the business travel department and the corporate travel agency.
List the services and amenities a business traveler requires.
Differentiate between the needs of the business traveler and the leisure traveler.
Discuss when the business traveler becomes a leisure traveler.
Assess role of emerging technology in assisting the business traveler (e.g., cellular telephones, Global Positioning System [GPS] mapping devices, optical scanners, digital cameras, personal data assistants [PDA], wireless technology, etc).
Research conservation and Green initiatives in the hospitality industry. – The student will be able to:
Explain the Florida Green Lodging program (http://www.dep.state.fl.us/greenlodging).
List the requirements that must be met for a property to receive the Green certification.
List the requirements for maintaining the Green certification.
Research legislation regarding the Florida Green Lodging program and explain how state agencies are affected by this legislation.
Explain LEED and how it affects the hospitality industry.
Examine the impact of meetings, conventions, conferences, and incentive travel. – The student will be able to:
Compare pure incentive travel to sales incentive travel.
Differentiate between a destination selection company and a destination management company.
Examine facts and principles related to the cruise industry. – The student will be able to:
Classify modes of water transportation.
Recognize differences between the cruise industry and other forms of water transportation.
Explain the role of theme cruises in the cruise industry.
Discuss issues and trends in the cruise industry.
Recognize differences between shipboard and shoreside operations.
Discuss how to explain to a client the differences between brochure pricing and guaranteed price.
Examine facts and principles related to the air travel industry. – The student will be able to:
Classify modes of air transportation.
Describe differences between types of aircraft.
Classify the levels of available air service.
Discuss issues and trends in the air travel industry.
Recognize differences between landside and airside operations.
Explain the configuration of an airplane.
Explain how the federal government retains authority to protect airline passengers and to police unfair practices.
Examine facts and principles related to the ground travel industry. – The student will be able to:
Classify modes of ground transportation here and abroad.
Classify rental car categories and discuss policies and procedures of rental car agencies.
Classify the levels of available ground service.
Discuss issues and trends in the ground travel industry.
Examine facts and principles related to the lodging industry. – The student will be able to:
Classify types of lodging facilities.
Discuss major rating systems, codes, room types, and rates.
Recognize differences between front of the house and back of the house operations.
Discuss issues and trends in the lodging industry.
Examine facts and principles related to leisure travel. – The student will be able to:
Describe entertainment options for leisure travel.
Discuss issues and trends within the leisure travel industry.
Describe the development of the tour package. – The student will be able to:
Differentiate between types of tour packages and their components.
Compare advantages and disadvantages of types of tour packages.
Explain role of the tour operator.
Investigate customs and immigration laws, travel documentation, inoculations, and entry and exit fees for international travel (e.g., proof of citizenship, passports, visas, tourist cards).
Compare customer regulations involving articles free of U.S. Duty Tax, personal exemption, forbidden and restricted items, and duty-free ports.
Identify terms and conditions that would appear on the back of a tour brochure.
Create a tour package illustrating the main stages of development.
Explain options for selling travel and tourism products. – The student will be able to:
Describe primary functions of a retail travel agency.
Explain the role of the Airline Reporting Corporation (ARC) and International Air Transportation Network and discuss requirements for obtaining their approval.
Analyze methods agencies use to compensate travel consultants.
Evaluate role of professional/trade associations that support the travel and tourism industry.
Discuss the evolving role of the travel consultant.
Compare and contrast those products sold by a retail travel agency, a wholesale travel agency, and over the Internet.
Create a sales promotion tool for a travel and tourism product. – The student will be able to:
Recognize importance of using databases to identify target markets.
Develop a sales promotion tool for a travel and tourism product (e.g., brochure, press release, radio spot, print ad, web site).
Develop a budget for the chosen sales promotion tool.
Develop a plan for a career in the travel and tourism industry. – The student will be able to:
Assess careers in a variety of travel and tourism industries.
Evaluate career opportunities available in the travel and tourism industry.
Explain duties, skills, and knowledge needed by each of the identified professionals.
Research a travel and tourism career including a job description, educational requirements and training, benefit package, responsibilities, and job advancement opportunities.
Finalize a career portfolio including a financial plan for achieving education/career goal.
Laboratory investigations that include scientific inquiry, research, measurement, problem solving, emerging technologies, tools and equipment, as well as, experimental, quality, and safety procedures are an integral part of this career and technical program/course. Laboratory investigations benefit all students by developing an understanding of the complexity and ambiguity of empirical work, as well as the skills required to manage, operate, calibrate and troubleshoot equipment/tools used to make observations. Students understand measurement error; and have the skills to aggregate, interpret, and present the resulting data. Equipment and supplies should be provided to enhance hands-on experiences for students.
Career and Technical Student Organization (CTSO)
DECA, an association of marketing students (secondary) and Collegiate DECA (postsecondary) are the intercurricular career and technical student organizations providing leadership training and reinforcing specific career and technical skills. Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered. The activities of such organizations are defined as part of the curriculum in accordance with Rule 6A-6.065, F.A.C.
Cooperative Training – OJT
On-the-job training is appropriate but not required for this program. Whenever offered, the rules, guidelines, and requirements specified in the OJT framework apply.
Students who choose the internship option must work a minimum of 150 hours to earn one credit. Introduction to Hospitality and Tourism and Computer Technology for Travel and Tourism should be completed prior to enrollment in Hospitality and Tourism Internship. Each student intern is required to have a job performance skills plan, signed by the student/intern, teacher, and employer. This plan should include competencies developed through classroom experiences, a list of on-the-job duties and tasks to be performed, and identification of student performance standards. The Hospitality and Tourism Internship may provide paid or non-paid work experience based on the needs of the student and availability of positions.
In PSAV programs offered for 450 hours or more, in accordance with Rule 6A-10.040, F.A.C., the minimum basic skills grade levels required for postsecondary adult career and technical students to complete this program are: Mathematics 9, Language 9, and Reading 9. These grade level numbers correspond to a grade equivalent score obtained on a state designated basic skills examination.
Adult students with disabilities, as defined in Section 1004.02(7), Florida Statutes, may be exempted from meeting the Basic Skills requirements (Rule 6A-10.040). Students served in exceptional student education (except gifted) as defined in s. 1003.01(3)(a), F.S., may also be exempted from meeting the Basic Skills requirement. Each school district and Florida College must adopt a policy addressing procedures for exempting eligible students with disabilities from the Basic Skills requirement as permitted in Section 1004.91(3), F.S.
Students who possess a college degree at the Associate of Applied Science level or higher; who have completed or are exempt from the college entry-level examination; or who have passed a state, national, or industry licensure exam are exempt from meeting the Basic Skills requirement (Rule 6A-10.040, F.A.C.) Exemptions from state, national or industry licensure are limited to the certifications listed on the Basic Skills and Licensure Exemption List which may be accessed from the CTE Program Resources page.
Federal and state legislation requires the provision of accommodations for students with disabilities to meet individual needs and ensure equal access. Postsecondary students with disabilities must self-identify, present documentation, request accommodations if needed, and develop a plan with their counselor and/or instructors. Accommodations received in postsecondary education may differ from those received in secondary education. Accommodations change the way the student is instructed. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file.
Note: postsecondary curriculum and regulated secondary programs cannot be modified.
For additional information regarding articulation agreements, Bright Futures Scholarships, Fine Arts/Practical Arts Credit and Equivalent Mathematics and Equally Rigorous Science Courses please refer to: