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Years 7–10 Reo Pākehā / English
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The Future of Tourism Reading Comprehension | Mangakōtukutuku College

The Future of Tourism Reading Comprehension | Mangakōtukutuku College · Years 7–10

Year LevelYears 7–10
TypeStudent handout — classroom resource

Ngā Whāinga Akoranga · Learning Intentions

  • Read and interpret texts for meaning, purpose, and author intent
  • Identify and analyse language choices, text structure, and rhetorical techniques
  • Write clearly and purposefully for a specific audience using appropriate conventions
  • Evaluate the credibility and perspective of texts and sources

Paearu Angitu · Success Criteria

  • I can identify the author's purpose and explain how the text achieves it
  • I can point to specific language choices and explain their effect on the reader
  • My writing is clear, focused, and uses appropriate conventions for the form
  • I can evaluate a source's credibility with reference to specific textual evidence
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Reading Comprehension: The Future of Tourism

asTTle-Style Analysis of a Key Industry

Reimagining Tourism in Aotearoa

Before 2020, tourism was New Zealand's largest export industry, contributing nearly $41 billion to the economy and supporting almost 8.4% of the national workforce. The model was largely based on high volume, with millions of international visitors flocking to iconic destinations like Queenstown and Milford Sound. However, this "high-volume" approach placed significant strain on local infrastructure and the environment. Overcrowding, freedom camping issues, and the carbon footprint of long-haul travel led many to question the sustainability of this model.

The global pandemic forced a hard reset. With borders closed, New Zealand's tourism industry had to pivot to a domestic-only market. This period of disruption, while economically painful, provided a unique opportunity to rethink the future. The concept of "regenerative tourism" has gained traction, shifting the focus from simply sustaining the environment to actively improving it. This model encourages visitors to connect more deeply with local communities and culture, and to leave a place better than they found it. Examples include tourists participating in native tree planting days or contributing to local conservation projects as part of their visit.

As international travel resumes, the key challenge is balancing economic recovery with these new sustainable ideals. Some operators are targeting "high-quality" tourists—visitors who stay longer, spend more, and engage in lower-impact activities. This could mean fewer visitors overall, but a greater economic return per person. However, this approach has been criticised as potentially elitist, making New Zealand a destination only for the wealthy. The government and industry must now navigate this complex path, aiming to build a resilient, sustainable, and inclusive tourism model that enriches both the visitors and the unique environment of Aotearoa.

Comprehension & Critical Thinking Questions

1. What was a major negative consequence of the pre-2020 high-volume tourism model?

A) It was not popular with international visitors.
B) It placed significant strain on infrastructure and the environment.
C) It did not contribute much to the economy.
D) It only focused on domestic tourists.

2. (Numeracy) The text states tourism supported 8.4% of the workforce. If the total workforce was 2.5 million people, approximately how many jobs were supported by tourism?

Answer:

3. What is the core idea behind "regenerative tourism"?

A) To stop international tourism completely.
B) To return to the high-volume model as quickly as possible.
C) For tourists to help improve the places they visit.
D) To only allow tourists to visit major cities.

4. (Critical Thinking) Why might the strategy of targeting "high-quality" tourists be considered "elitist"?

5. (Critical Thinking) Do you think it is possible to build a tourism model that is economically successful, environmentally sustainable, AND inclusive? Explain your reasoning, using ideas from the text.

Hononga Marautanga · Curriculum Alignment

Curriculum alignment for this handout has not yet been verified against the live curriculum statements. A generated placeholder that stood here was removed on 2026-08-29 because it matched no real statement.

Tuhia ōu whakaaro · Write Your Thoughts

Reflect on your learning. What was the most important idea? What question do you still have?

Aronga Mātauranga Māori

In te ao Māori, language — reo — is a taonga: a treasure that carries culture, identity, and whakapapa across generations. The ability to speak clearly, to argue persuasively, to read critically, and to write with purpose are not simply academic skills — they are forms of mana in action. Māori oratory (whaikōrero) has always valued precision, evidence, and the ability to locate one's argument within a broader cultural and ancestral context. Students who develop strong literacy skills are developing the same capacities that made great orators powerful: the ability to be heard, understood, and taken seriously in any room they enter.

Ngā Rauemi Tautoko · Resources already provided

This handout is designed to be used alongside other resources in the same unit. Related materials are linked in the unit planner. All content is provided — no additional preparation is required to use this handout in your classroom.

Curriculum alignment