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How to use the matrix and associated resources to revise and develop training plans, programmes, curriculum and learning content


Within the Tourism Sector Skills Toolkit there are examples of best practice curriculum that has been developed using the knowledge and skills contained within the online skills and competency matrix.


The sample session plans and resources are available for stakeholders to use in any way that they see fit.  It may be that the session plan is suitable in length, level and content for the end-user to use without much, if any, adaptation.  However, in reality, it is more likely that the sample session plans and associated resources will offer ideas or a starting base, but the end-user will need to adapt, add and contextualise to suit their end audience.

Throughout the sample sessions there have been some basic principles followed:


  • All sessions are minimum one hour and maximum three hours. If the topic requires more than three hours, or the author of the session felt it was appropriate to split the sessions into shorter than three hours, there may be more than one session written for the topic.
  • Although the online skills and competency matrix covers levels 1 – 8, the majority of the lesson plans have been written for level 3, 5 or 7. This enabled the authors to develop skills and knowledge content required for operational, supervisor/lower management and senior management/executive.
  • When developing the curriculum, the authors were asked to think about whether the lesson plan was suitable for delivering in educational institutes, employers or suitable for either. This may mean that some lessons have appropriate content, but the end user may need to adapt the delivery style for their students.
  • Throughout, the authors have used the term “students”. It is recognised that in the workplace they are more likely to be referred to as learners, participants, trainees, staff or some other term. The term “student” has been adopted throughout so that the end-user can easily use the “Find and Replace” function to find “student” and replace with the relevant terminology used within their training environment.
  • Most lessons have accompanying presentations, and some have handouts and other resources. These are all available for the end-user to use and adapt as required.  If the lesson is being used in a workplace / employers, it is likely that the trainer will want to review the resources to contextualise to their organisation’s needs and style.
  • Throughout the lessons, the authors have used web links and reference material. It is strongly advised that these links and materials are checked, as links can get broken, and material outdated.
  • Some authors have included assessments that the end-user can use to check learning. It is important to remember that if the lesson and/or resources have been amended/contextualised added to or removed, then the assessment will also need to be reviewed and amended so that it is still fair, up-to-date and relevant.


As mentioned, it is quite likely that the sample lesson plans and resources will need to be adapted even if the end-user is starting from new (rather than adapting existing material) due to the need to contextualise and only include content that is relevant and required for the learning.  This will become even more important if the end user is revising existing learning content and is only developing content to fill gaps.


If learning content already exists, the advised first step is to use the mapping documents from the toolkit and carry out a mapping exercise on your existing programme / curriculum / content so that the gaps can be identified.  Once the end-user knows what gaps they are trying to fill, then the session plans and learning resources can be used to get ideas, content and resources to help develop and adapt suitable learning resources to address those gaps.  It will be highly likely that the end user will extract specific exercises, content, resources that will specifically meet the gap, which can then be contextualised and slotted into the appropriate place in the existing learning material.


To provide further support there is a brief guidance document setting out how to prepare to deliver a classroom training session included in the toolkit.

How to use the matrix and associated resources to inform and develop training strategies, full programmes and qualifications


Whilst the content and ideas contained within the lesson plans and resources will be useful to inform training strategies, whole programmes and qualifications, it is likely that a more holistic and higher-level review approach will be required.  In the first instance, the mapping documents and the online skills and competency matrix will be more useful as they list the skills and knowledge required at each level, for each tourism sub-group, department and even the size of the business.


This will allow for a higher-level review of the present content to identify areas where there may be gaps in existing content, outdated content or indeed, the topic may not be covered at all in the present documentation.  By using the filtering system within the matrix, specific areas of interest can be targeted either for an organisational overview and/or for more detailed analysis of a programme or qualification. This will allow for strategic decisions to be made as to the depth and breadth of the mapping and gap analysis to be carried out, priorities discussed and agreed, review and development tasks allocated and timelines set.

Adapting to virtual learning


The NTG project started prior to the Covid-19 pandemic but much of the toolkit development has been carried out within the backdrop of the pandemic.  Although sample session plans are not specifically created for virtual delivery, most are suited to be easily adapted to be delivered via an online platform.  To help stakeholders with this process, brief guidance notes have been included in the toolkit:


  • Adapting classroom delivery for virtual learning – A brief guide
  • Introduction to virtual delivery.


Session resources:

Digital (D)

D1 L3 Information and Data Literacy

D15 L3 Safety. Protecting Personal Data and Privacy

D19 – D21 Using Digital Technology

D2 L5 Evaluating Data, Information and Digital Content

D23 L3 Digital AR VR

D23 L5 Digital AR VR

D23 L7 Digital AR VR

D24 L3 Use of Robotics and AI

D24 L5 Use of Robotics and AI

D24 L7 Use of Robotics and AI

D25 L3 Use of Self-Service Technology

D25 L5 Self-Service Technologies

D3 L4 Managing Data, Information and Digital Content

D4 L3 Interacting Through Digital Technologies

D4 L5 Interacting Through Digital Technologies

D4 L7 Interacting Through Digital Technologies

D5 L3 Sharing Through Digital Technologies

D5 L5 Sharing Through Digital Technologies

D5 L7 Sharing Through Digital Technologies

D6 L3 Engaging in Citizenship Through Digital Technologies

D6 L5 Engaging in Citizenship Through Digital Technologies

D6 L7 Engaging in Citizenship Through Digital Technologies

D7 L3 Collaborating Through Digital Technologies

D7 L5 Collaborating Through Digital Technologies

D7 L7 Collaborating Through Digital Technologies

D8 L3 Netiquette

D9 L3 Managing Digital Identities

D9 L5 Managing Digital Identities


Green (G)

G2 Reducing Plastic Waste

G5 L5 Communicating Sustainability

G6 L5 Climate Change

G6 L7 Climate Change

G8 L3 Food Waste

G8 L5 Food Waste

G9 L5 Sustainable Tourism


Social (S)

S1 Generic Gender Equality Skills

S1 L5 Gender Equality Skills for HR

S4 L3 Understanding Disability

S4 L4 Understanding Disability

S4 L5 Accessible Tourism

S8 L3 Customer Orientation

S10 L5 Willingness to Change

S11 L7 Promoting a Positive Work Environment

S14 L3 Written Communication Skills

S14 L5 Written Communication Skills

S14 L7 Written Communication Skills

S15 L3 Oral Communication Skills

S15 L5 Oral Communication Skills

S15 L7 Oral Communication Skills

S16 L3 Active Listening Skills

S17 L5 Cultural Awareness

S18 L5 Local Customs Awareness

S2 Age Related Accessibility for Business

S2 L3 Age Accessibility

S20 L5 Intercultural Understanding

S5 L3 Religious Diversity

S5 L5 Religious Diversity (HR)

S5 L5 Religious Diversity (Managers)

S6 Problem Solving Large Business

S6 Problem Solving Medium Businesses

S6 Problem Solving Small Businesses

S9 L3 Ethical Conduct and Respect

S9 L5 Ethical Conduct and Respect


Templates and guidance:

Lesson plan template

Scheme of Work template

PowerPoint presentation template

Assessment template

Preparing to deliver a classroom session

Adapting classroom delivery for virtual learning – A brief guide

Introduction to virtual delivery

Read the next section ‘A Human Resource Framework’ to learn more.