btec level 3 national travel and tourism unit 1 ......btec level 3 national travel and tourism unit...

Unit 1 Investigating the travel and tourism sector

BTEC Level 3 National Travel and Tourism

1 © Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.

Unit overview Credits: 10 The aim of this unit is to enable learners to develop the knowledge and understanding of the travel and tourism sector, its component industries, their role and the interrelationships within the sector. Learners will develop the knowledge and understanding of how the industries have developed over the last 50 years and how it is currently being affected by current trends and factors.

This is a 10 credit unit and can be taught in 60 guided learning hours. Learners are expected to complete around 40 hours of individual learning.

On completion of this unit, learners should: LO1 know the travel and tourism component industries and their organisations LO2 understand the role of travel and tourism organisations and their interrelationships LO3 know the developments that have shaped the present day travel and tourism sector LO4 understand how trends and factors are currently affecting the travel and tourism sector.

Unit contents The scheme of work for this unit (page XXX) links to the following resources to help you deliver Unit 1.

LO1 LO2 LO3 LO4

Lesson plan LP WK 1 Activity sheet AS1– AS2 AS3–AS7 AS8–AS10 AS11–AS13 Stretch and support AS4–AS7 AS8, AS9 AS11, AS13 Presentation PPT PPT

All of these resources can be found on the accompanying @Work CD-ROM, as well as an editable version of the scheme of work and answers to questions in the Student Book.

Links to other units This unit is the introductory unit for this qualification and therefore has links to all units within. However, the unit has particularly strong links with Unit 2: The business of travel and tourism.

How to deliver the unit For this unit, it is beneficial to encourage learners to consider their own experience of travel and tourism and to gather information in order to gain a better understanding of how the sector, and the industries within it, have changed over the last 50 years. Learners could talk to older relatives or friends.

Learners need to grasp the different components of the travel and tourism sector very quickly when starting this unit. To help achieve this learners should conduct a research activity to identify examples of the different components that exist within the local area, those components that are not available and to identify where the nearest facilities would be.




Visits to organisations in different component industries will be beneficial to learners particularly if they can hear firsthand from the organisations what their organisational aims and objectives as well as the key roles and functions are.

In respect of the changes within the sector, and the impacts of trends and factors affecting the sector, a visiting speaker who has been in the sector for many years would be extremely helpful to explain how the introduction of new technology impacted on their work and also the impact on the company and the staff of such major events as the ‘9/11’ terrorist attack on the twin towers in 2001, the political uprisings in Thailand in 2010, or the H1N1 pandemic, otherwise known as swine flu, in 2009, etc.

Assessment A variety of assessment methods can be used such as: ● presentations ● practical activities ● displays ● written reports

It is recommended that more than one method of assessment be made available to meet the needs of the different learning styles within your group.

Assessment criteria can be grouped together to enable learners the opportunity to attempt and meet the higher grades. The links are P1, P2, P3, M1 and D1, though P1 could be assessed individually. P4, P5, M2 and D2 are also linked, though again P4 could be assessed individually. Should learners engage in group work for any of their assessment activities, each learner should keep a portfolio of their own work and have evidence to show how they have individually covered the criteria for which they are being credited.

In order to achieve M1, learners will need to select a minimum of two organisations, preferably from different component industries. For D1 learners can focus on just one organisation and must by analytical.

For P4 learners will need to summarise a minimum of ten developments and it is important that learners understand the difference between developments and factors. For example, 9/11, an act of terrorism, was not a development but a factor. The factor (terrorism) may have created a development (increased screening such as retina scans/full body scans).

For M2, learners should demonstrate that they have carried out research to identify up-to-date and current developments, trends and factors and should provide relevant statistics to support their findings.

For D2, learners will need to select two organisations in order to carry out analysis of how changes have impacted on their operations and how effectively they have responded.

Useful resources Dale, G. (2010). BTEC National Travel & Tourism: Student Book 1, Pearson Education

Fletcher, L. and Kelly, M. (2007). e-Presentations in Travel and Tourism, Harcourt Education

Holloway, C. (2001). The Business of Tourism, 7th edition, FT Prentice Hall

www.caa.co.uk – information about industry legislation

www.culture.gov.uk – home page for the Department for Culture. Media and Sport

www.eurotunnel.co.uk – general information about the Eurotunnel

www.nats.co.uk – general information about NATS WHO provide air traffic control services to aircraft flying in UK airspace

www.nitb.com – the Northern Ireland Tourist Board

www.statistics.gov.uk. – The Office for National Statistics


Unit 1 Investigating the travel and tourism sector BTEC Level 3 National Travel and Tourism

www.travelmole.com – TravelMole.com is an on-line community for the Travel and Tourism Industry

www.visitbritain.com – general information about the UK travel and tourism sector

www.visitwales.co.uk – general information about the travel and tourism sector in Wales

© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. 1


Sche

me

of w

ork

BTEC

Lev

el 3

Nat

iona

l Tra

vel a

nd T

ouris

m

Uni

t 1: I

nves

tigat

ing

the

trave

l and

tour

ism

sec

tor

Bro

ad a

im:

Tuto

r(s)

:

Aca

dem

ic y

ear:

Num

ber o

f wee

ks: 2

0

Dur

atio

n of

ses

sion

: 3 h

our b

lock

s

Gui

ded

lear

ning

hou

rs: 6

0

Cre

dits

: 10

PPT

= P

rese

ntat

ion

R =

Res

earc

h

SB =

Stu

dent

Boo

k

AS

= A

ctiv

ity S

heet

NS

= N

on-s

uper

vise

d in

divi

dual

stu

dy ti

me

Wee

k O

utco

me/

topi

c C

onte

nt

Lear

ner a

ctiv

ity

Res

ourc

es

Ass

essm

ent

and

PLTS

St

retc

h an

d su

ppor

t

1 LO

1: K

now

the

trave

l and

to

uris

m

com

pone

nt

indu

strie

s an

d th

eir

orga

nisa

tions

Intro

duct

ion

to u

nit a

ssig

nmen

t and

sta

rter

activ

ities

: ove

rvie

w o

f uni

t and

how

it is

as

sess

ed:

intro

duct

ion

to to

uris

m a

nd ty

pes

of

tour

ists

; def

initi

on o

f tou

rism

and

co

ntrib

utio

n to

the

econ

omy

and

type

s of

to

uris

ts

Ove

r to

you

Mar

io, 1

8-ye

ar-o

ld

BTE

C N

atio

nal l

earn

er

Set o

ff To

uris

m is

big

bus

ines

s!

Und

erst

andi

ng c

ontri

butio

n of

to

uris

m to

the

econ

omy

SB a

ctiv

ity T

ypes

of t

ouris

ts

SB p

p. 1

–5

SB a

ctiv

ity T

ypes

of t

ouris

ts

PPT

slid

e 1

P1

Mor

e ad

vanc

ed

lear

ners

can

mak

e up

th

eir o

wn

exam

ples

2

LO1:

Kno

w th

e tra

vel a

nd

tour

ism

co

mpo

nent

in

dust

ries

and

thei

r or

gani

satio

ns

Trav

el a

nd to

uris

m c

ompo

nent

s:

acco

mm

odat

ion,

tran

spor

t, at

tract

ions

; us

e A

S1 a

s an

iceb

reak

er

Lear

ners

com

plet

e ac

tivity

abo

ut

a re

cent

hol

iday

or t

rip th

ey h

ave

been

on

AS1

Inte

rvie

w

SB p

p. 5

–12

AS1

Inte

rvie

w

PPT

slid

e 2

Whi

tebo

ard

and

pens

P1,

P2,

P3,

M

1, D

1 M

ore

able

lear

ners

sh

ould

rela

te th

e co

mpo

nent

s to

type

s of

tour

ists

Lead

on

to c

once

pt o

f in

terd

epen

denc

e

3 LO

1: K

now

the

trave

l and

to

uris

m

com

pone

nt

indu

strie

s an

d th

eir

orga

nisa

tions

Acc

omm

odat

ion:

hot

els,

gue

st

acco

mm

odat

ion

Tran

spor

t: ro

ad, r

ail,

sea,

air:

vis

iting

sp

eake

r fro

m o

ne s

ecto

r

SB a

ctiv

ity L

ocal

hot

els

AS2

Trip

of a

life

time

Lear

ners

pro

vide

exa

mpl

es o

f lo

cal o

rgan

isat

ions

with

in e

ach

com

pone

nt in

the

diag

ram

/pos

ter

SB a

ctiv

ity P

orts

List

enin

g an

d di

scus

sing

, not

e ta

king

SB p

p. 5

–8

AS2

Trip

of a

life

time

Bro

chur

es

Inte

rnet

P1,

P2,

P3,

M

1, D

1




Wee

k O

utco

me/

topi

c C

onte

nt

Lear

ner a

ctiv

ity

Res

ourc

es

Ass

essm

ent

and

PLTS

St

retc

h an

d su

ppor

t

4 LO

1: K

now

the

trave

l and

to

uris

m

com

pone

nt

indu

strie

s an

d th

eir

orga

nisa

tions

Attr

actio

ns: n

atur

al, h

erita

ge, p

urpo

se-

built

, eve

nts

Intro

duce

tour

ope

rato

rs a

nd tr

avel

ag

ents

; tou

rism

dev

elop

men

t and

pr

omot

ion

SB a

ctiv

ity U

K a

ttrac

tions

List

enin

g an

d di

scus

sing

, not

e ta

king

C

ompl

ete

AS2

SB a

ctiv

ity V

isitB

ritai

n

SB p

. 9–1

2

AS2

Trip

of a

life

time

PPT

slid

es 3

, 4 a

nd 5

B

roch

ures

Que

stio

ns fo

r bac

k-up

P1,

P2,

P3,

M1,

M

2, D

1 G

roup

mor

e ab

le

lear

ners

so

they

can

su

ppor

t the

ir pe

ers

Less

abl

e le

arne

rs

may

nee

d qu

estio

ns

prep

ared

for t

hem

.

5 LO

1: K

now

the

trave

l and

to

uris

m

com

pone

nt

indu

strie

s an

d th

eir

orga

nisa

tions

Anc

illar

y se

rvic

es: E

xpla

in w

hat i

s m

eant

by

anc

illar

y se

rvic

es a

nd p

rovi

de

exam

ples

in p

repa

ratio

n fo

r lea

rner

s ca

rryi

ng o

ut re

sear

ch

Run

qui

z

Run

ple

nary

lear

ners

cre

ate

wor

dsea

rch

Pre

pare

for a

ssig

nmen

t

Car

ry o

ut re

sear

ch in

to th

e di

ffere

nt ty

pes

of a

ncill

ary

serv

ices

run

by d

iffer

ent

orga

nisa

tions

e.g

. tra

vel a

gent

, ai

rline

, and

rail

Team

s of

lear

ners

par

ticip

ate

in

quiz

In p

airs

lear

ners

cre

ate

wor

dsea

rch

on c

ompo

nent

s Li

sten

to a

ssig

nmen

t brie

f and

as

k qu

estio

ns

Ass

ignm

ent i

nfor

mat

ion

from

sp

ecifi

catio

n

Priz

es

P1,

P2,

M1

6 LO

2: U

nder

stan

d th

e ro

le o

f tra

vel

and

tour

ism

or

gani

satio

ns a

nd

thei

r in

terr

elat

ions

hips

Und

erst

andi

ng o

f ter

min

olog

y to

be

used

in

this

sec

tion

e.g.

GD

P, s

take

hold

ers,

ba

lanc

e of

pay

men

ts, e

tc.

Min

d m

ap to

che

ck le

arne

r und

erst

andi

ng

of th

e ro

le o

f tra

vel a

nd to

uris

m

orga

nisa

tions

Cre

ate

a gl

ossa

ry o

f key

term

s

Con

tribu

te to

a m

ind

map

to

illus

trate

cur

rent

und

erst

andi

ng

SB p

. 12–

16

P2,

P3,

M1,

D

1

7 LO

2: U

nder

stan

d th

e ro

le o

f tra

vel

and

tour

ism

or

gani

satio

ns a

nd

thei

r in

terr

elat

ions

hips

Rol

es o

f org

anis

atio

ns: B

ritis

h A

irway

s,

Vis

itBrit

ain,

Pas

seng

er F

ocus

, CA

A SB

act

ivity

Brit

ish

Airw

ays

AS3

Pro

fit o

r not

? SB

pp.

12–

14

AS3

Pro

fit o

r not

?

PPT

slid

es 6

-7

Inte

rnet

Car

d an

d sc

isso

rs

P3,

M2,

D1

Cho

ose

five

of th

e or

gani

satio

ns fr

om

each

sec

tor f

rom

the

list a

nd re

sear

ch th

eir

aim

s on

the

inte

rnet

an

d co

mpa

re th

em.

Pro

duce

a s

et o

f do

min

oes

usin

g a

dom

ino

gene

rato

r



Wee

k O

utco

me/

topi

c C

onte

nt

Lear

ner a

ctiv

ity

Res

ourc

es

Ass

essm

ent

and

PLTS

St

retc

h an

d su

ppor

t

8 LO

2: U

nder

stan

d th

e ro

le o

f tra

vel

and

tour

ism

or

gani

satio

ns a

nd

thei

r in

terr

elat

ions

hips

Inte

r-re

latio

nshi

ps: c

hain

of d

istri

butio

n an

d in

tegr

atio

n

Pre

pare

for N

ATS

or N

ITB

wor

kshe

et

SB a

ctiv

ity A

irpor

t

AS4

Nat

iona

l Air

Traf

fic S

ervi

ces

(NA

TS)

AS5

Nor

ther

n Ire

land

Tou

rist

Boa

rd (N

ITB

)

AS6

Who

doe

s w

hat?

AS7

Key

trav

el a

nd to

uris

m

orga

nisa

tions

SB p

p. 1

4–16

AS4

Nat

iona

l Air

Traf

fic

Ser

vice

s (N

ATS

)

AS5

Nor

ther

n Ire

land

Tou

rist

Boa

rd (N

ITB

)

AS6

Who

doe

s w

hat?

AS7

Key

trav

el a

nd to

uris

m

orga

nisa

tions

Inte

rnet

P1,

P2,

P3,

M

1, D

1 A

S4, A

S5, A

S7

Stre

tch

activ

ity

invo

lvin

g re

sear

ch

9 LO

2: U

nder

stan

d th

e ro

le o

f tra

vel

and

tour

ism

or

gani

satio

ns a

nd

thei

r in

terr

elat

ions

hips

Ass

essm

ent a

ctiv

ity 1

.1

Res

earc

h an

d co

mpl

ete

asse

ssm

ent a

ctiv

ity 1

.1

SB

p. 1

6 A

sses

smen

t ac

tivity

1.1

P1,

P2,

P3,

M

1, D

1

10

LO3:

Kno

w th

e de

velo

pmen

ts

that

hav

e sh

aped

th

e pr

esen

t day

tra

vel a

nd

tour

ism

sec

tor

Key

dev

elop

men

ts fr

om th

e 19

60s

to th

e pr

esen

t day

: leg

isla

tion,

pro

duct

, de

stin

atio

n, t

echn

olog

ical

, and

tran

spor

t de

velo

pmen

t, lif

esty

le c

hang

es

List

enin

g an

d di

scus

sing

, not

e ta

king

AS8

New

dev

elop

men

ts in

trav

el

and

tour

ism

?

SB p

p. 1

7–18

AS8

New

dev

elop

men

ts in

tra

vel a

nd to

uris

m

New

spap

ers,

trad

e pr

ess,

tra

vel n

ews

web

site

s,

whi

tebo

ard

and

pens

Inte

rnet

P4,

M3

Ear

ly fi

nish

ers

can

deve

lop

afte

r co

mpl

etin

g A

S8;

lear

ners

will

nee

d di

rect

ion

for t

heir

rese

arch

and

gu

idel

ines

on

how

to

give

an

oral

pr

esen

tatio

n.

11

LO3:

Kno

w th

e de

velo

pmen

ts

that

hav

e sh

aped

th

e pr

esen

t day

tra

vel a

nd

tour

ism

sec

tor

Key

dev

elop

men

ts in

tran

spor

t: ai

r, se

a,

train

s Li

sten

ing

and

disc

ussi

ng, n

ote

taki

ng

AS9

Ana

lysi

s an

d ev

alua

tion

SB p

p. 1

9–21

AS9

Ana

lysi

s an

d ev

alua

tion

Inte

rnet

Info

rmat

ion

on fe

rry

serv

ices

an

d ai

r ser

vice

s to

Eur

ope

P4,

M3

AS

9 M

ore

able

le

arne

rs s

houl

d pr

oduc

e de

taile

d ex

plan

ator

y no

tes

for

thei

r ans

wer

s

12

LO3:

Kno

w th

e de

velo

pmen

ts

that

hav

e sh

aped

th

e pr

esen

t day

tra

vel a

nd

tour

ism

sec

tor

Key

dev

elop

men

ts in

tech

nolo

gy:

rese

rvat

ions

and

boo

king

s, c

heck

-in

SB a

ctiv

ity M

ake

your

ow

n pa

ckag

e ho

liday

List

enin

g an

d di

scus

sing

, not

e ta

king

SB p

p. 1

8–19

P

4, M

3




Wee

k O

utco

me/

topi

c C

onte

nt

Lear

ner a

ctiv

ity

Res

ourc

es

Ass

essm

ent

and

PLTS

St

retc

h an

d su

ppor

t

13

LO3:

Kno

w th

e de

velo

pmen

ts

that

hav

e sh

aped

th

e pr

esen

t day

tra

vel a

nd

tour

ism

sec

tor

Kno

wle

dge

of re

leva

nt le

gisl

atio

n

Stu

dent

s re

sear

ch le

gisl

atio

n in

pa

irs a

nd o

ne fr

om e

ach

pair

pres

ents

to o

ther

s in

car

ouse

l fa

shio

n –

add

to ti

mel

ine

SB p

. 17

Inte

rnet

Cop

ies

of P

acka

ge T

rave

l R

egul

atio

ns

P4,

M3

14

LO3:

Kno

w th

e de

velo

pmen

ts

that

hav

e sh

aped

th

e pr

esen

t day

tra

vel a

nd

tour

ism

sec

tor

Che

ck o

n as

sign

men

t 1.1

pro

gres

s Fi

nish

tim

elin

e

AS1

0 E

valu

atin

g ot

her p

eopl

e’s

wor

k

Rep

ort o

n as

sign

men

t pro

gres

s

SB p

p. 1

7–21

AS1

0 E

valu

atin

g ot

her

peop

le’s

wor

kCar

d, s

ciss

ors,

et

c. to

pre

pare

dis

play

Exa

mpl

e of

an

eval

uatio

n fo

rm

All

15

LO4:

Und

erst

and

how

tren

ds a

nd

fact

ors

are

curr

ently

affe

ctin

g de

velo

pmen

t of

trave

l and

to

uris

m

Intro

duct

ion

to tr

ends

affe

ctin

g tra

vel a

nd

tour

ism

and

thei

r effe

cts:

trav

el tr

ade

pres

s; k

now

ledg

e an

d pr

ovis

ion

of

reso

urce

s

AS1

1 W

hat’s

goi

ng o

n?

Stu

dy o

f pre

ss, c

hoic

e of

sto

ries

for d

iscu

ssio

n

Con

tribu

te to

dis

cuss

ion,

not

es

on s

umm

ary

SB p

p. 2

3–27

AS1

0 W

hat’s

goi

ng o

n?

Sun

day

trave

l pre

ss, r

elev

ant

new

s st

orie

s e.

g. e

xtre

me

clim

atic

con

ditio

ns, b

ombs

, he

alth

sca

res

Trad

e m

agaz

ines

and

inte

rnet

tra

vel n

ews

site

s

P4,

M3

AS1

1 E

ncou

rage

le

arne

rs to

repo

rt on

th

eir f

indi

ngs

on a

re

gula

r bas

is

16

LO4:

Und

erst

and

how

tren

ds a

nd

fact

ors

are

curr

ently

affe

ctin

g de

velo

pmen

t of

trave

l and

to

uris

m

Key

sta

tistic

s

Stu

dy s

tatis

tics

and

iden

tify

trend

s A

S12

UK

resi

dent

s’ v

isits

abr

oad

SB p

p. 2

3–27

AS1

1 U

K re

side

nts’

vis

its

abro

ad

Trav

el tr

ends

repo

rts

AB

TA tr

ends

repo

rt

Inte

rnet

P5,

M3

Mor

e ab

le le

arne

rs

can

seek

out

furth

er

stat

istic

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ana

lyse

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m th

e V

isitB

ritai

n w

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(ww

w.v

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n.co

m)

or fr

om

ww

w.s

tatis

tics.

gov.

uk.

17

LO4:

Und

erst

and

how

tren

ds a

nd

fact

ors

are

curr

ently

affe

ctin

g de

velo

pmen

t of

trave

l and

to

uris

m

Sho

rt-te

rm tr

ends

: di

scus

sion

SB

act

ivity

Whi

ch c

ateg

ory

do

you

belo

ng to

?

SB a

ctiv

ity T

ouris

m tr

ends

Par

ticip

ate

in d

iscu

ssio

n A

S12

UK

resi

dent

s’ v

isits

abr

oad

SB p

p. 2

4–26

AS1

2 U

K re

side

nts’

vis

its

abro

ad

P4,

P5,

M3



Wee

k O

utco

me/

topi

c C

onte

nt

Lear

ner a

ctiv

ity

Res

ourc

es

Ass

essm

ent

and

PLTS

St

retc

h an

d su

ppor

t

18

LO4:

Und

erst

and

how

tren

ds a

nd

fact

ors

are

curr

ently

affe

ctin

g de

velo

pmen

t of

trave

l and

to

uris

m

Key

dev

elop

men

ts in

tran

spor

t: gr

owth

or

regi

onal

airp

orts

; with

draw

al o

f de

stin

atio

ns b

y lo

w-c

ost a

irlin

es

AS1

3 Li

fest

yles

SB

p. 2

5

AS1

3 Li

fest

yles

Acc

ess

to In

tern

et, S

unda

y tra

vel p

ress

, bro

chur

es, T

rade

m

agaz

ines

Whi

tebo

ard

and

pens

P5,

M3,

A

S13

Mor

e ab

le

lear

ners

can

go

on to

co

mpa

re in

furth

er

deta

ils th

e tw

o ca

se

stud

y’s

19

LO4:

Und

erst

and

how

tren

ds a

nd

fact

ors

are

curr

ently

affe

ctin

g de

velo

pmen

t of

trave

l and

to

uris

m

Fact

ors

affe

ctin

g tra

vel a

nd d

isas

ters

, he

alth

war

ning

s, te

rroris

m, e

nviro

nmen

t, re

cess

ion

Che

ck o

n as

sign

men

t pro

gres

s

R L

earn

ers

prep

are

for a

gro

up

disc

ussi

on a

bout

tren

ds a

nd

fact

ors

that

hav

e af

fect

ed th

e de

velo

pmen

t of t

he tr

avel

and

to

uris

m in

dust

ry

Res

earc

h an

d co

mpl

ete

asse

ssm

ent a

ctiv

ity 1

.2

SB p

p. 2

6–28

Acc

ess

to In

tern

et, S

unda

y tra

vel p

ress

, bro

chur

es, T

rade

m

agaz

ines

Ass

ignm

ent,

SB p

35

Whi

tebo

ard

and

pens

Ass

essm

ent

activ

ity 1

.2

P4,

P5,

M2,

D

2

Som

e le

arne

rs m

ay

need

sup

port

to

prep

are

at le

ast t

hree

m

ain

poin

ts, s

ome

lear

ners

may

do

mor

e

20

LO3,

LO

4 C

heck

on

assi

gnm

ent p

rogr

ess

SB J

ust c

heck

ing

Com

plet

ion

of a

ssig

nmen

t

SB p

p. 3

0

Whi

tebo

ard

and

pens

P4,

P5,

M2,

D

2



Less

on p

lan

– W

eek

1 Ai

ms

To g

ive

an o

verv

iew

of t

he u

nit a

nd h

ow it

is a

sses

sed

To p

rovi

de a

n in

trodu

ctio

n to

tour

ism

and

type

s of

tour

ists

SB =

Stu

dent

Boo

k A

S =

Act

ivity

she

et

This

is a

180

-min

ute

less

on.

Lear

ning

obj

ectiv

es

● A

ll le

arne

rs w

ill u

nder

stan

d le

arni

ng o

utco

mes

for u

nit a

nd a

sses

smen

t crit

eria

●

All

lear

ners

will

be

able

to d

efin

e to

uris

m a

nd k

now

the

diffe

rent

type

s of

tour

ist.

● M

ost l

earn

ers

will

und

erst

and

why

tour

ism

is im

porta

nt

Tim

ing/

co

nten

t Tu

tor a

ctiv

ity

Lear

ner a

ctiv

ity

Res

ourc

es

Indi

vidu

alis

ed

activ

ity/d

iffer

entia

tion

PLTS

Fu

nctio

nal

Skill

s

20 m

inut

es

Intro

duce

the

unit,

the

lear

ning

out

com

es a

nd h

ow

the

unit

is a

sses

sed;

run

star

ter a

ctiv

ities

O

ver t

o yo

u: M

ario

, 18-

year

-old

BTE

C N

atio

nal

lear

ner

Set o

ff: T

ouris

m is

big

bu

sine

ss!

SB p

p. 1

-5

Cop

ies

of u

nit s

peci

ficat

ion

Writ

e in

not

es fo

r in

divi

dual

s’ n

eeds

as

appr

opria

te

P1 PL

TS:

20 m

inut

es

Wha

t is

tour

ism

?

Def

ine

and

faci

litat

e di

scus

sion

Lear

ners

mak

e up

thei

r ow

n de

finiti

ons

of to

uris

m

in p

airs

and

dis

cuss

with

w

hole

gro

up

SB p

p. 3

-5

PPT

slid

e 1

P

1 PLTS

:

30 m

inut

es

Con

tribu

tion

to th

e ec

onom

y

Giv

e la

test

figu

res

on n

umbe

rs e

mpl

oyed

, typ

es o

f jo

bs, m

oney

spe

nt

List

en a

nd ta

ke n

otes

SB

pp.

3-5

P1 PL

TS:

20 m

inut

es

Type

s of

tour

ists

Def

ine

type

s of

tour

ists

, que

stio

n an

d di

scus

s

Dis

cuss

and

com

e up

with

ow

n ex

ampl

es fr

om lo

cal

envi

ronm

ent

SB p

p. 4

-5

P

1 PLTS

:

30 m

inut

es

Type

s of

tour

ists

SB

act

ivity

Typ

es o

f to

uris

ts

SB p

p. 4

-5

SB a

ctiv

ity T

ypes

of

tour

ists

Mor

e ab

le s

tude

nts

corr

ect

each

oth

ers’

wor

k an

d m

ake

up th

eir o

wn

ques

tions

P1 PL

TS:

15 m

inut

es

Bre

ak




Tim

ing/

co

nten

t Tu

tor a

ctiv

ity

Lear

ner a

ctiv

ity

Res

ourc

es

Indi

vidu

alis

ed

activ

ity/d

iffer

entia

tion

PLTS

Fu

nctio

nal

Skill

s

30 m

inut

es

Che

ck re

spon

ses

to S

B ac

tivity

and

ask

que

stio

ns;

Whi

ch ty

pes

of to

uris

t are

the

mos

t im

porta

nt lo

cally

an

d w

hy?

Whi

ch ty

pes

spen

d m

ore

mon

ey, e

tc.

Con

tribu

te to

dis

cuss

ion

SB p

p. 4

-5

P

1 PLTS

:

15 m

inut

es

Che

ck le

arni

ng s

o fa

r by

ques

tioni

ng; i

ntro

duce

un

it as

sign

men

t.

Res

pond

to q

uest

ions

SB

pp.

1-5

Cop

ies

of u

nit a

ssig

nmen

t

P

1 PLTS

:

Rev

iew

of

sess

ion

Wha

t wen

t wel

l?

Wha

t cou

ld b

e be

tter?

Wer

e in

divi

dual

nee

ds m

et?

P

1 PLTS

:

© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.


1


Interview What experience do you have of the travel and tourism sector? Interview a colleague about a holiday or trip they have been on (the most recent they can think of) and make notes on all the aspects of the trip using the following table.

Question Response Sector component

Where did you (or someone else) book the holiday or trip?

What did the holiday or trip include?

What documents did you need for travel?

How did you travel?

Where did you stay?

What facilities did you use while you were away?

What sources of information did you use prior to going away?

What sources of information did you use whilst away?

Complete the second column with your interviewee’s answers and then try to complete the third column with the relevant component of the sector. For example, travelling by plane as a response leads to the transport (air) component of the sector. Keep all your information for a group discussion. Discuss how many of the components are needed for a holiday. Are any more important than others?

AS1



1


Trip of a lifetime Design a diagram or poster to illustrate the links between the different components of the travel and tourism sector. Include text, pictures, diagrams and cuttings showing different types of organisations and how they are linked. Make some explanatory notes that could be displayed alongside or on the poster. Your diagram or poster should relate to the following scenario.

Panday Rafir is going on the trip of a lifetime to Australia. Her dad has given her £2,000 to spend. She has made a list of all the things she needs to do to plan her trip. Of course, she may use travel agents or other organisations to do some of the things on her list.

Your poster or diagram should indicate the various components of the industry that Panday will use and how they link together. For example, if a travel agent contacts an airline to book Panday’s ticket to Australia, the travel agent is linked to the airline, as they book a ticket using the airline’s reservation system and get paid a commission by the airline for making the booking. Remember to add explanatory notes to make the different links clear.

Here is Panday’s list. Tick each item as it is dealt with. Present your poster to your group.

AS2

To Do:

● Find out about Perth and Sydney to plan where to go and what to see

● Book a ticket from Sydney to Perth

● Research prices of air tickets to Sydney from London and book

● Visit Trailfinders to ask their advice on tickets

● Find out if there is any government advice about travelling to Australia

● Arrange to collect mail somewhere in Sydney

● Get a passport

● Get a visa

● Find out any medical requirements

● Arrange a place to stay for the first few nights in Sydney

● Get some Australian dollars and travellers cheques

● Get insured

● Buy a rucksack



1


Profit or not? Who does what? Match up the organisations with the different sectors. Fill in the table below, listing whether the organisations shown are in the profit or not-for-profit sector.

Organisation Profit or not-for-profit

Brighton Tourist Information Centre

The National Trust

Department for Culture, Media and Sport

First Choice

Tourism Concern

East of England Development Agency

Holiday Inn

Ryanair

English Heritage

Travel Weekly

The National Portrait Gallery

Alton Towers

The Museum of the Moving Image

Civil Aviation Authority

Youth Hostel Association

Definition dominoes

Work in a small group and make a game of dominoes that your class can play to help them remember the types of organisations in the travel and tourism sector and how they inter-relate. On one half of the domino, write a term or the name of a type of organisation. On the other half, write a definition of a different term or type of organisation. When you have a full set, give them to another group and see how quickly they can match them all up.

Here is an example.

Tour operator

The government department responsible for tourism

AS3

btec level 3 national travel and tourism unit 1 ......btec level 3 national travel and tourism unit...

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