GCSE Leisure, Travel and Tourism - CCEA
-915670-913765GCSE Leisure, Travel and TourismContentsPageIntroduction1Unit 1: Understanding the Leisure, Travel and Tourism Industry5Unit 2: Promoting and Sustaining the Leisure, Travel and Tourism Industry41Unit 3: Working in the Leisure, Travel and Tourism Industry77IntroductionThe purpose of this Planning Framework is to support the teaching and learning of GCSE Leisure, Travel and Tourism. The Planning Framework is based on specification content but should not be used as a replacement for the specification. It provides suggestions for a range of teaching and learning activities which provide opportunities for students to develop their:Knowledge and understandingSubject specific skillsThe Cross-Curricular SkillsThinking Skills and Personal CapabilitiesThe Planning Framework is not mandatory, prescriptive or exhaustive. Teachers are encouraged to adapt and develop it to best meet the needs of their students.Subject Skills Assessed through GCSE Leisure, Travel and Tourism:The following skills are assessed in GCSE Leisure, Travel and Tourism:Identify, gather and record relevant information and evidence; analyse and evaluate; andmake reasoned judgements and present conclusions.Supporting the Development of Statutory Key Stage 4 Cross-Curricular Skills and Thinking Skills and Personal CapabilitiesThis specification builds on the learning experiences from Key Stage 3 as required for the statutory Northern Ireland Curriculum. It also offers opportunities for students to contribute to the aim and objectives of the Curriculum at Key Stage 4, and to continue to develop the Cross-Curricular Skills and the Thinking Skills and Personal Capabilities. The extent of the development of these skills and capabilities will be dependent on the teaching and learning methodology used.Cross-Curricular Skills at Key Stage 4The GCSE Leisure, Travel and Tourism specification will show progression from the Key Stage 3 curriculum in the following areas:Communicationcommunicate meaning, feelings and viewpoints in a logical and coherent manner, for example by explaining the links between health and leisure;make oral and written summaries, reports and presentations, which take account of audience and purpose, for example by completing a report for controlled assessment (Unit 3);participate in discussions, debates and interviews, for example by interviewing local people who work in the leisure and tourism industry; andinterpret, analyse and present information in oral, written and ICT formats, for example by completing a report for controlled assessment (Unit 3).Using Mathematicsinterpret and analyse a wide range of mathematical data, for example numbers of inbound and outbound tourists by year; andpresent mathematical data in a variety of formats which take account of audience and purpose, for example presenting tourist numbers in an appropriate graphical form.Using ICTStudents should be enabled to make effective use of information and communications technology in a wide range of contexts to access, manage, select and present information, including mathematical information, for example by using the Internet to explore types of holidays and leisure destinations.Thinking Skills and Personal Capabilities at Key Stage 4Self-Managementplan work, for example plan their preparation and research for controlled assessment;set personal learning goals and targets to meet deadlines, for example devising a revision schedule in preparation for the external written examination papers;monitor, review and evaluate their progress and improve their learning; andeffectively manage their time, for example when undertaking planning and research in preparation for controlled assessment (Unit 3).Working with otherslearn with and from others through co-operation, for example discuss how best to categorise leisure activities;participate in effective teams and accept responsibility for achieving collective goals; for example plan a meeting with a leisure, travel and tourism provider in their area in relation to marketing of their business, its products and services; andlisten actively to others and influence group thinking and decision-making, taking account of others’ opinions, for example debate the extent to which mass tourism can be considered to be sustainable.Problem solvingidentify and analyse relationships and patterns, for example analyse the patterns evident in the number of inbound and outbound tourists over time;propose justified explanations, for example explain the steps an individual might take to ensure they travel safely;reason, form opinions and justify their views, for example determine the likely behaviour of a responsible tourist;analyse and evaluate multiple perspectives, for example evaluate the benefits of customer service to customers and businesses in the leisure, travel and tourism industry;explore unfamiliar views without prejudice, for example explore the social and cultural impacts of the leisure, travel and tourism industry;weigh up options and justify decisions, for example recommend a holiday destination based on customer needs; andapply and evaluate a range of approaches to solve problems in familiar and novel contexts, for example ensuring safety and security for travellers and visitors to events and attractions.Key Stage 4 Statutory Skills and Personal CapabilitiesCommunication SkillsComm - T&L (Talking & Listening) W (Writing) R (Reading)Using MathematicsUMUsing ICTUICTProblem solvingPSWorking with Others WOSelf-ManagementSMKey FeaturesThe Planning Framework:Includes suggestions for a range of teaching and learning activities which are aligned to the GCSE Leisure, Travel and Tourism specification content.Highlights opportunities for inquiry-based learning.Indicates opportunities to develop subject knowledge and understanding and specific skillsIndicates opportunities to develop the Cross-Curricular Skills and Thinking Skills and Personal Capabilities.Provides relevant, interesting, motivating and enjoyable teaching and learning activities which will enhance the student’s learning experience.Makes reference to supporting resources.Specialist VocabularyEach unit includes specialist vocabulary. Students should know and understand the specialist vocabulary and be able to state the meaning of key terms.Students should become familiar with the specialist vocabulary by developing a method that best suits their learning style, for example:Students could create a grid and complete definitions of key terms as they learn them;Students could create ‘specialist vocabulary dominoes’ and challenge one another to complete the sequence. The ‘dominoes’ should be produced using card and/or laminated;Students could create a wall display of key terms and definitions as they cover each unit; and/orStudents could create separate cards for each term and its definition. The cards are distributed to the class; students then move around the class to find their ‘match’. The cards could be laminatedUnit 1Understanding the Leisure, Travel andTourism IndustryUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesThe concepts of leisure, travel and tourism Students should be able to:define the term leisure as the range of activities that people do in their spare time when they are not at work, school or college and understand that what may be work for one person might be a leisure activity for someone else;Explore the concept of leisure:Thought shower: in small groups, students list the activities they do in their spare time using flip chart sheets. Each group reports to the class as a whole.Students identify the common features such as when/why they participate in the activity.Students identify activities listed that others may see as work.Students write their definition of leisure and check against published m T & LWOUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesThe concepts of leisure, travel and tourism (cont.)Students should be able to:demonstrate knowledge and understanding that leisure activities are many and varied and can be classified as:passive such as spectating at a sports event or reading; active such as walking or playing a sport;indoor such as dance or gymnastics;outdoor such as football or skiing;water based such as swimming or sailing;home based such as watching television or gardening; andaway from home such as going to the cinema or eating out.Explore the range of leisure activities undertaken:Introduce the terms ‘active’ and ‘passive’. Discuss what they mean to students.Each group takes their previous list and divides the activities into:active,passive,indoor,outdoor,water based,home based,away from homeStudents further refine their classification to create a grid:PassiveActiveIndoorOutdoorWater basedHome basedAway from homePSResourcesPens and flip chart pad.Morris, P., Kelly, M., Douglas, S. and Fletcher, L (2009) GCSE Leisure and Tourism, Pearson Education Company, EA Fact File: The Concepts of Leisure, Travel and TourismUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesThe concepts of leisure, travel and tourism (cont.)Students should be able to:define the term tourism as the activities of people travelling to and staying in places outside their usual environment for not more than one consecutive year for leisure, business and other purposes and understand that an essential part of tourism is the traveller’s intention to return home after the visit; andExplore the concept of tourism:Thought shower: working in small groups students use flip chart sheets to list what they understand by the term tourism and feedback to the class.Students tease out the common features from the lists (teacher could prompt: where? how long? why? what (is the intention)?Students create a draft definition of tourism.WOComm T & LComm Wdistinguish between a visitor (a person who normally visits for less than 12 hours and does not stay overnight) and a tourist (a person who travels outside their usual environment for leisure, business or other purpose and stays for at least one night).Students compare the role of tourist with that of visitor; teacher can prompt as above.Each student produces a glossary for key terms:leisuretourismvisitorNote: this glossary could be maintained throughout the course.SMResourcesFlip chart pad and pens.Morris, P., Kelly, M., Douglas, S. and Fletcher, L (2009) GCSE Leisure and Tourism, Pearson Education Company, Heinemann.King, C., Kerr, A. and Jeffries, M. (2006) BTEC First Travel and Tourism, HeinemannCCEA Fact File: The Concepts of Leisure, Travel and TourismUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesTypes of tourism Students should be able to: demonstrate knowledge and understanding of different types of tourism:inbound (people coming to a country from their own country or another country that is not their home for leisure or tourism);outbound (people leaving the country they live in to travel to another country for leisure or tourism); anddomestic (people travelling in their own country for leisure or tourism);Teacher led discussion on the different types of tourism.Students describe what they would be doing in each case:inboundoutbounddomesticStudents make their own notes for each type of tourism to include detailed examples.Students add the terms along with their definitions (see learning outcomes) to the glossary produced m T & LSMResourcesKing, C., Kerr, A. and Jeffries, M. (2006) BTEC First Travel and Tourism, HeinemannUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesWhy people use leisure and tourism facilitiesStudents should be able to:analyse the reasons why people use leisure and tourism facilities, for example for:entertainment;recreation, including special interest activities such as bird watching;relaxation;socialising and eating out;health and well-being; and/orlearning or skills improvement;Students work in small groups; using information collated for previous exercises, they consider why people use leisure and tourism facilities.Note: their experience may limit the range they suggest, the teacher may need to prompt groups to consider:health and well-being; andlearning or skills m T & LWOResourcesMorris, P., Kelly, M., Douglas, S. and Fletcher, L (2009) GCSE Leisure and Tourism, Pearson Education Company, Heinemann.Rickerby, S. (2009) Leisure and Tourism, Nelson ThornesUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesFactors that influence the choice of leisure, travel and tourism activityStudents should be able to:analyse the factors that influence the choice of leisure, travel and tourism activity:age groupsocio-economic group;holiday patterns;friends and family;trends and fashions;availability of transport;personal preference and interest; andavailability of facilities.Teacher provides a list of leisure, travel and tourism activities such as:gardeninggaming (X-box etc.)joining the local golf clubcruising in the Western Mediterraneanback packing in Australiawatching events at the Olympic GamesWorking in pairs, students profile the typical user for their chosen activity using headings such as age, gender, economic status etc. Each group gives feedback to the class. Summarise what they have found about the factors that influence the choice of leisure, travel and tourism activity.As a class produce a questionnaire to complete the following task:Survey a range of people of different ages about their leisure activities:why they choose the activities they do; andthe factors which influence their choice.Using the statistics from the feedback produce either a written report or a PowerPoint presentation to the class.Note this could be undertaken either as an individual task or in small groups.PSPSUMUICTResourcesMorris, P., Kelly, M., Douglas, S. and Fletcher, L (2009) GCSE Leisure and Tourism, Pearson Education Company, Heinemann.Rickerby, S. (2009) Leisure and Tourism, Nelson ThornesUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesReasons for leisure, travel and tourism visits Students should be able to:demonstrate knowledge and understanding of the main reasons for leisure, travel and tourism, for example:going on holiday;sightseeing;visiting an attraction;visiting friends or relatives;going to a sports or cultural event as a spectator or a participant; and business.Introduce the topic by asking students to state the reason why their family made a recent leisure, travel and/or tourism visit. Note the responses on a flip chart or white board. Ask students to group the reasons and create tally charts. Students display this information in percentage form and/or in graphical form.Students complete a table for their notes:Reason for visitDescription and exampleGoing on holidaySightseeingVisiting an attractionVisiting friends or relativesGoing to a sports or cultural event as a spectator or a participantBusinessUMResourcesFlipchart pad and pens.Morris, P., Kelly, M., Douglas, S. and Fletcher, L (2009) GCSE Leisure and Tourism, Pearson Education Company, Heinemann.Rickerby, S. (2009) Leisure and Tourism, Nelson ThornesUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponents of the leisure industryStudents should be able to:demonstrate knowledge and understanding of the sport and physical recreation component of the leisure industry and the activities that take place in facilities such as:leisure centres;health clubs and private gyms;sports venues and arenas;sports clubs (public and private); andski centres;Explore the components of the leisure industry:Group work is one approach to this section of the specification.Each group researches one of the components listed in the specification and feeds back information to the class.The group provides their information in a variety of formats such as reports, fact files, profiles PowerPoint presentations etc.In this way, the class will build up their notes on this section of the specification.WOUICTSMdemonstrate knowledge and understanding of arts and entertainment facilities that people visit for enjoyment such as:art galleries;museums;cinema; andtheatre;This section of the specifications lends itself to visits. Teachers could either:arrange for the class to visit a local example of a local facility for a specific component of the leisure, travel and tourism industry; orarrange for a member of staff from a local facility for a specific component of the leisure, travel and tourism industry to visit the school and give a talk to the class.Careful planning is needed to ensure that the visit or talk meets the requirements of the specification.Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponents of the leisure industry (cont.)Students should be able to:demonstrate knowledge and understanding of countryside recreation facilities for outdoor pursuits:country parks;forest parks;outdoor activity centres; andcamping and caravan parks;Working in groups or individually –For each component of the leisure industry students should use their own knowledge, local newspapers, a telephone directory and/or the internet to identify local/regional facilities, at least two national examples and one international example. The findings could be presented in the form of a series of posters or a PowerPoint. Complete work over a series of lessons.They will need to conduct their own research.WOdemonstrate knowledge and understanding of the services and organisations that support home-based leisure activities such as:reading;watching films;gaming;social media;DIY; andgardening.Thought shower: what leisure activities do students and their families undertake at home? Using the list of activities, students work out the most popular home-based leisure activities for the class. Students present this information as a graph.Working in groups, students take one of the activities listed in the specification and explore the organisations that support the activity.WOResourcesMorris, P., Kelly, M., Douglas, S. and Fletcher, L (2009) GCSE Leisure and Tourism, Pearson Education Company, Heinemann.Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponents of the leisure industry (cont.)Students should be able to:Components of the leisure industry (cont.)demonstrate knowledge and understanding of children’s play activities and the special facilities built for children’s enjoyment such as;soft play areas;skate parks; andplay parks;demonstrate knowledge and understanding of the range of catering facilities and the services they provide such as:restaurants, including hotel restaurants;cafes;takeaways; andpop-up restaurants;Students should be able to:demonstrate knowledge and understanding of tour operators as an individual or organisation that has contacts with hoteliers, airlines and transport providers and packages these to sell directly to customers or through a travel agent, dealing with domestic, inbound or outbound markets;Suggestion for Teaching and Learning ActivitiesTeachers could arrange for the class to visit a local example of a local soft play area, skate park or play park. Working in groups, students could explore how the facilities accommodate different age groups of children.Teachers could divide the class into groups of 4-5 students. One group to list specific features of restaurants, another group, the specific features of cafes and so on. A feedback activity could then focus on identifying the differences between these catering facilities and the services they provide.Students should explore a major tour operator such as TUI. They should build their knowledge of the hotel groups, airlines and other tourist related organisations that the tour operator has contracts with; this can easily be done by using their website: en-en/about-us/about-tui-groupStudents should identify the travel agents through which TUI sells to the customers.WOWOPSComm R, WUICTUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponents of the leisure industry (cont.)Students should be able to:demonstrate knowledge and understanding of travel agents as an individual or a company that sells a range of holidays and travel products, to include:a multiple: a travel company that has many branches throughout the UK;a miniple: a travel company with between 5 and 50 branches in a particular region;an independent: a travel retailer who is not part of a chain; andan online travel agency that offers comprehensive travel options and booking facilities;Students should explore one example of each type of travel agent; e.g., Thomson is an example of a multiple travel agent.Students should note the range of holidays and travel products offeredResearch may be completed individually or in groups and findings presented to the class.PSSMComm – T & L, W, RResourcesMorris, P., Kelly, M., Douglas, S. and Fletcher, L (2009) GCSE Leisure and Tourism, Pearson Education Company, Heinemann.James, E., Thirlaway, J. and Woodhouse, U. (2007) Travel and Tourism, (Hodder Arnold, London)Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponents of the leisure industry (cont.)Students should be able to:demonstrate knowledge and understanding of online travel services providing holiday elements and packages such as:travel providers, including airlines and ferries;accommodation providers; andactivity providers and visitor attractions;Access to the Internet will allow students to explore a range of online travel services:,Students should identify a range of online travel services and explore the elements and packages they provide.Students may be given one or more provider to research and provide feedback to the class.UICTPSComm – T & LResourcesMorris, P., Kelly, M., Douglas, S. and Fletcher, L (2009) GCSE Leisure and Tourism, Pearson Education Company, Heinemann.James, E., Thirlaway, J. and Woodhouse, U. (2007) Travel and Tourism, (Hodder Arnold, London)stenaline.co.ukUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponents of the leisure industry (cont.)Students should be able to:evaluate the advantages and disadvantages of using high street travel agencies compared with online travel services, including online travel agents;Group discussion. What are the advantages and disadvantages to using high street travel agencies compared with online travel services?Comm – T & Ldemonstrate an understanding of the role and importance of ABTA and ATOL;Students should research ABTA and ATOL and write a short report to explain their role and m R, Wdemonstrate knowledge and understanding of tourist information and guiding services that provide information to visitors and promote tourism, for example:national and regional tourist boards;tourist information centres; andtour guides.Class discuss tourist information and guiding services.Students then work individually to produce a report on the roles and responsibilities of tourist information and guiding services, giving examples of m – T & LSMResourcesMorris, P., Kelly, M., Douglas, S. and Fletcher, L (2009) GCSE Leisure and Tourism, Pearson Education Company, Heinemann.James, E., Thirlaway, J. and Woodhouse, U. (2007) Travel and Tourism, Hodder Arnold, LondonUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponents of the leisure industry (cont.)Students should be able to:demonstrate knowledge and understanding of accommodation such as:hotels and aparthotels;lodges and motels;hostels;guest accommodation, bed and breakfasts, guesthouses, farmhouses and inns;holiday chalets, villas, apartments and cottages;holiday parks;camping and caravan parks and sites, including glamping;conference centres; andcampus accommodation.Students create a display using a variety of advertisements for a range of different types of accommodation. In small groups, students prepare a presentation to include the following tasks:describe the main features of each type of accommodationoutline the differences between each;draw up a list of types of board giving a description of each; andassess the suitability of accommodation and types of board for different types of customer.The teacher could provide customer scenarios to include gender; age; lifestyle stage, e.g. retired; nature of disability etc. Students match a type of accommodation to a type of tourist and give a justification in each m – T & L, R, WPSWOPSUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponents of the leisure industry (cont.)Students should be able to:demonstrate knowledge and understanding of the following types of board:all inclusive;full board;half board;bed and breakfast;room only; andself catering;assess the suitability of accommodation and types of board for different customer types:families with children;couples;groups;disabled people;business travellers;ResourcesMorris, P., Kelly, M., Douglas, S. and Fletcher, L (2009) GCSE Leisure and Tourism, Pearson Education Company, Heinemann.James, E., Thirlaway, J. and Woodhouse, U. (2007) Travel and Tourism, (Hodder Arnold, London)Rickerby, S. (2009) Leisure and Tourism, Nelson ThornesUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponents of the leisure industry (cont.)Students should be able to:demonstrate knowledge and understanding of types of transport and analyse the advantages and disadvantages of each:road such as scheduled bus, chartered coach, hire car and taxi;rail such as regional, national and international operators;air such as domestic, short haul, long haul, chartered and scheduled; andsea such as cruise ships and ferries.Students research the four main modes and types of transport and produce a mind map to summarise their findings to include:air: distinguish between domestic, short haul, long haul, chartered and scheduled;rail: distinguish between regional, national and international operators;road distinguish between scheduled bus, chartered coach, hire car and taxi; andsea: cruise ships and ferries.Students examine maps to identify the location of main air/seaports in Northern Ireland and Great Britain. They should also identify the major airports/ports from around the world.Students identify the range of flights offered by a regional airline such as Flybe and a major airline such as British Airways: domestic, short haul and long haul.Use the Internet to explore a cruise line such as Royal Caribbean.Students should consider the advantages and disadvantages of each type of transport based on headings such as flexibility, cost, frequency, baggage limits etc.SMPSResourcesMaps of Northern Ireland and the Great BritainKing, C., Kerr, A. and Jeffries, M. (2006) BTEC First Travel and Tourism, HeinemannJames, E. et al – Travel and Tourism (Hodder Arnold 2011)Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponents of the leisure industry (cont.)Students should be able to:Group discussion on the factors that influence the choice of travel.analyse the factors that influence the choice of travel, including:length of stay;availability of mode of travel;purpose of visit;cost;distance;personal preference or fears;convenience; andcomfort.Students should be encouraged to provide some examples of how they travelled when making a leisure and tourism visit, e.g.:two week holiday in Orlando, Florida;a touring caravan holiday in France;watching a rugby match in Dublin;attending a conference in m – T & LWOResourcesMorris, P., Kelly, M., Douglas, S. and Fletcher, L (2009) GCSE Leisure and Tourism, Pearson Education Company, Heinemann.King, C., Kerr, A. and Jeffries, M. (2006) BTEC First Travel and Tourism, HeinemannUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponents of the leisure industry (cont.)Students should be able to:Working in groups students produce a series of posters to identify national and international examples of natural, built and heritage attractions.WOComm – T & L, R, Wdemonstrate knowledge and understanding of types of attractions that customers visit, including both national and international examples of the following:natural;built; andheritage;They should consider the importance of these attractions in attracting visitors to an area such as the North Antrim Coast or Belfast.demonstrate understanding thatthese types of attractions areoften the reason why customersvisit a particular area; andStudents group their list of national and international examples of attractions by their main purpose.PSUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesComponents of the leisure industry (cont.)Students should be able to:demonstrate knowledge and understanding of the main purpose of visitor attractions:education;preservation; andentertainment.ResourcesPoster paper and pens, ICT suite, visitor statistics.Morris, P., Kelly, M., Douglas, S. and Fletcher, L (2009) GCSE Leisure and Tourism, Pearson Education Company, Heinemann.James, E., Thirlaway, J. and Woodhouse, U. (2007) Travel and Tourism, (Hodder Arnold, London)King, C., Kerr, A. and Jeffries, M. (2006) BTEC First Travel and Tourism, Heinemanneconomy-.uk/sites/default/files/publications/economy/Northern-Ireland-Visitor-Attraction-Survey-2015.pdfUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesLinks between leisure, travel and tourism componentsStudents should be able to:Students research a leisure or tourist activity and produce a spider diagram to illustrate links and relationships, e.g. going to watch the Giants Ice Hockey match at the SSE Arena can link passive sport watching, transportation and catering or going to London to see a show can link arts and entertainment, transportation, accommodation, tourist information and guiding services. Students then use examples of leisure and tourism activities and name the components m – T & L, R, Wdemonstrate knowledge and understanding of the links and relationships between leisure, travel and tourism components, such as attractions, catering or transport;Students describe scenarios to illustrate the links between leisure and tourism to show how they depend on each other for customers, e.g. if a family does not have transportation or access to transportation they may have difficulty visiting attractions outside their local area.Students then produce a report to demonstrate links and dependencies. They could provide an overview of links and relationships between the leisure, travel and tourism components using spider diagrams on mind maps.PSSMUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesLinks between leisure, travel and tourism components (cont.)Students should be able to:demonstrate knowledge and understanding of the different types of leisure, travel and tourism organisations and identify typical organisations in each sector:public: local, regional and national organisations provided and funded by local or central government; private: organisations provided and funded by private owners; andvoluntary: facilities provided and funded by membership subscriptions, gifts or donations.ResourcesKing, C., Kerr, A. and Jeffries, M. (2006) BTEC First Travel and Tourism, HeinemannMorris, P., Kelly, M., Douglas, S. and Fletcher, L (2009) GCSE Leisure and Tourism, Pearson Education Company, Heinemann.James, E. et al – Travel and Tourism (Hodder Arnold 2011)Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesLinks between leisure, travel and tourism components (cont.)Students should be able to:Students could explore a major event of their choice such as the Deep River Rock Belfast City Marathon, the North West 200 or the Dubai Duty Free Irish Open Golf m W & Rdemonstrate knowledge and understanding of the benefits that arise when private, public and voluntary leisure, travel and tourism organisations operate individually and collaboratively to meet their customers’ needs and expectations, including organisational objectives and sources of funding.Using the Internet, students should:draw up a list of customers’ needs and expectations;explore the range of sponsors identifying which sector they are from; andconsider the advantages that each brings to the event.A report should be written on their findings.SMResourcesKing, C., Kerr, A. and Jeffries, M. (2006) BTEC First Travel and Tourism, HeinemannMorris, P., Kelly, M., Douglas, S. and Fletcher, L (2009) GCSE Leisure and Tourism, Pearson Education Company, Heinemann.James, E. et al – Travel and Tourism (Hodder Arnold 2011)Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesFactors influencing changes in leisure, travel and tourismStudents should be able to:Students explore the range and variety of products and services that are available from different organisations. Identity different trends and fashions that may have been responsible for changes in the provision of leisure, travel and tourism products and services.PSanalyse the factors that influence changes in leisure, travel and tourism and examine how these changes contribute to developing new products and services including:technology for example smartphones, tablets and leisure related apps;communication, for example email, social media or broadcast;changing levels of affluence;increasing expectations of quality;increasing awareness of the need for a healthy lifestyle;They should conduct an audit of the types of electronic technology that has supported the growth of products and services. Discuss who is likely to use smartphones, tablets and other applications and make judgements about how they have made leisure, travel and tourism more accessible. Debate how apps such as C2 5K have encouraged an increase in jogging by young and old alike. Examine the use of tourism apps for visitors to towns and places of interest.Evaluate the impact of social media on product and service development. Discuss how social media applications such as Facebook and Twitter has affected the popularity of local and national destinations. Suggest how positive and negative comments on social media or in radio and television can affect organisations and m – T & LComm – T & L, PSUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesFactors influencing changes in leisure, travel and tourism (cont.)Identify the changing levels of affluence and the reasons why people now have higher or lower levels of disposable income. Discuss the positive and negative aspects of how the world of work has changed, including holidays, pensions, the economic recession, and the retirement age. Conduct a poll on what we now expect from organisations who provide services and products in the industry. Discuss how expectations increase with higher costs of products and services.changing trends and the influence of media and –celebrity; andindustry awards.Examine what is meant by a healthy lifestyle and explore the views of those who seek to provide services and products to encourage health and wellbeing. Invite a guest speaker from a health centre to discuss what products and services are more likely to encourage participation in a healthy lifestyle and wellbeing.Examine other trends influenced by celebrity and industry awards. Students could identify their own celebrity and explain how they have affected change in the industry. They could also compile a list of industry awards for LT&T and assess what impact these have had in developing new or improved products or m – T & LSMResourcesMorris, P., Kelly, M., Douglas, S. and Fletcher, L (2009) GCSE Leisure and Tourism, Pearson Education Company, Heinemann.James, E., Thirlaway, J. and Woodhouse, U. (2007) Travel and Tourism, (Hodder Arnold, LondonRickerby, S. (2009) Leisure and Tourism, Nelson ThornesUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesTypes of holidaysStudents should be able to:demonstrate knowledge and understanding of different types of holidays:package, including all-inclusive and multi or twin – centre;independent;fly-drive and self-drive;cruises including fly-cruise;tours, guided tours or safari;special interest, for example food, wine, arts and culture, charity challenge or pilgrimage;adventure, for example bike, hike or kayaking;short breaks and city breaks;Using travel brochures, the class determines as many different types of holidays as possible, outlining the main features of each.Students produce materials suitable to put up a wall display of the main types of holidays. Spider diagram format could be used with pictures from brochures and statements which describe and give the main features of each holiday, together with examples.Students with experience of different types of holidays could prepare a presentation on features of their holiday and deliver it to the class.In small groups, students take one type of holiday then research a specific destination and prepare an information pack for the class providing details of how to travel there, types of accommodation and different activities and attractions available.When setting this task, the type of traveller could be specified, e.g. a family or a newly married couple or a retired couple, to focus the research of attractions to be m – T & L, R, WPSWO, PSUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesTypes of holidaysluxury, for example ultimate luxury, gourmet inclusive, child-free, honeymoons or glamping;camping and caravan holidays; andstaycation.ResourcesHoliday brochures from a range of travel agentsMorris, P., Kelly, M., Douglas, S. and Fletcher, L (2009) GCSE Leisure and Tourism, Pearson Education Company, Heinemann.Videos are available on YouTube but will require downloadingUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesNeeds and expectations of different customer typesStudents should be able to:This section is based on customer types identified by the Northern Ireland Tourist Board in their publication ‘Knowing Your Customer and Growing Your Business’. This publication can be downloaded from: Grow-Your-Business/toolkits-and-resources/Analyse the needs and expectations of different customer types, for example:time together;mature cosmpolitan;family fun;young and lively;social energiser;culturally curious; andgreat escaper.Divide class into groups and give each group one of the customer types.Thought shower: Students profile their given customer type and outline their likely expectations before checking their ideas with the NITB material.Each group shares their findings with the class.WOPSComm – T & LResources‘Knowing Your Customer and Growing Your Business’ available to download from: Grow-Your-Business/toolkits-and-resources/Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesTypes of leisure, travel and tourism destinationsStudents should be able to:Conduct group ‘creative thinking’ sessions and explore the listed range of leisure, travel and tourism destinations:demonstrate knowledge and understanding of the range of leisure, travel and tourism destinations:coastal areas, for example seaside resorts and undeveloped coasts;countryside areas;tourist towns and cities;sporting venues;theme parks;places of historic and cultural interest; andmodern built attractions.Students could work in groups and define the characteristics of each type of destination and for each category, identify a local and international example.They should be specific about what each destination has to offer a visitor and where possible, groups should report on their personal experiences of some of the destinations and explore the provision of services and products at different destinations.Groups compare and contrast the types of destinations and suggest why particular destinations may be more suitable for different travellers.The main points of the discussions should be summarised and recorded.PSWOComm – T & LResourcesHoliday brochuresUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesThe suitability and appeal of leisure, travel and tourism destinations Students should be able to:Explore aspects of cost and accessibility in relation to leisure, travel and tourism:UMunderstand that cost and accessibility are major factors in the appeal of a destination; andTeacher led discussion on what cost and accessibility mean using examples to show how inaccessibility is generally directly related to higher travel costs.identify and explain the main features and appeal of destinations, including:climate such as temperature, rainfall and sunshine hours;natural attractions such as coastlines, lakes, rivers and mountains;built attractions such as ancient monuments, theme parks and eco-centres;Carry out an investigation of a leisure, travel or tourism destination, identifying its main features and appeal.Students could work in groups of 4, and investigate different destinations that the teacher has selected for them.Each group will examine and report on the main features and appeals as listed in the specification. Suitable examples could include travel to long haul and short break European destinations, city breaks or sport activity as a participant such as skiing abroad or spectating at a UK sporting venue.Students should present suitable examples of weather conditions, food & drink, transport to and at each destination as well as the range and cost of accommodation.PSWOComm – T & LUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesThe suitability and appeal of leisure, travel and tourism destinations (cont.)events such as sport, entertainment, concerts and –festivals;food, drink and entertainment such as restaurants, cafes and local delicacies;transport links and services;range of accommodation offered.Conclusions could be presented using simple flip chart materials or through informal presentations.The main points of all of the presentations should be summarised and recorded by the m – T & L, WResourcesRickerby, S. (2009) Leisure and Tourism, Nelson ThornesUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesTechnology in the leisure, travel and tourism industries Students should be able to:analyse how the leisure, travel and tourism industry uses technology to meet the needs of the customer and the organisation, including:online booking, paperless tickets (number issued or barcode scanning apps), self check-in, self check-out and self-guided tours using smartphones;communication by email, social media and text message;customer feedback using online rating, online review sites and social media; andsmartphone apps for leisure and tourism participation.Identifying the technology tools:Students should be introduced to the benefits of technology from the perspective of both the customer and the organisation and teachers should outline the range of technology devices that leisure, travel and tourism organisations use to meet their own needs and those of the customer. This should include all systems indicated in column 2 opposite.Flow Chart exercise to explore and analyse the ways that technology supports the leisure, travel and tourism industry. Invite guest speakers from a leisure facility and from a high street travel agent to explain how technology is used in their own organisations when dealing with customers.Students should select an organisation of their choice and use the information from the speakers to create ‘flow charts’ outlining where technology is utilized in a travel or leisure booking, illustrating where it has replaced other forms of customer contact.Students should make judgements about the effectiveness of technology to both customers and to the mPSWOComm – T & LResourcesMorris, P., Kelly, M., Douglas, S. and Fletcher, L (2009) GCSE Leisure and Tourism, Pearson Education Company, Heinemann.James, E., Thirlaway, J. and Woodhouse, U. (2007) Travel and Tourism, (Hodder Arnold, London)Rickerby, S. (2009) Leisure and Tourism, Nelson ThornesKing, C., Kerr, A. and Jeffries, M. (2006) BTEC First Travel and Tourism, HeinemannUnit 2Promoting and Sustaining the Leisure,Travel and Tourism IndustryUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesMarketingStudents should be able to:demonstrate understanding that marketing involves providing the correct leisure, travel and tourism products to the right people in the correct place using the right promotion method;Examine 3 cases studies of unsuccessful marketing attempts in the leisure, travel and tourism industry:Students should review the teacher led case studies that have failed to apply the marketing concept and have created difficulties for both the customer and the organisation. The case studies demonstrate the importance of the marketing concept. Students should be encouraged to analyse some of the outcomes from each and should suggest solutions. All work should be presented using ICT.PS, UICTThe marketing mixdemonstrate knowledge and understanding of the term marketing mix, which is generally referred to as the 4Ps:product: the goods and services an organisation offers;price: what customers pay for goods and services;Investigate the marketing mix of two local fitness centres using each organisation’s marketing brochure:Students could collect marketing brochures from two fitness centres, one from the private sector the other from the public sector and explore the organisation’s marketing mix:identify products and services that are available;the prices for each;the location of the organization; andhow those products and services are promoted.Students could produce a simple PowerPoint presentation to illustrate their m – T & LUMWOUICTUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesMarketing (cont.)The marketing Mix (cont.)place: the location of products and services; andpromotion: how organisations encourage people to buy their products and services;Describe how their chosen organization alters the ‘mix’ in order to achieve objectives.Analyse the reasons why some prices are lower for similar products at different times/seasons.Students should be encouraged to make judgements about the different types of products that are available and that support the organisation’s broad business objectives.UMdemonstrate understanding that leisure and tourism organisations constantly alter their marketing mix to achieve their objectives;Target marketingrecognise that customers have differing needs and that target marketing is an effective way to offer the right leisure, travel and tourism products to the right people;Investigate the different needs of travellers from two different travel brochures.Examine two winter holiday brochures where the first is aimed at sunshine holidays and the other is directed at ski holidays.Students should examine all the possible options for travel, accommodation, and activities at each resort. Students could use brochures to create a collage of photographs that depict the target market and that identify specific needs of each type of customer. Students should explore who these customers are, e.g. families, couples groups and so on.PSPSUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesMarketing (cont.)Students should be able to:Market segmentationdemonstrate knowledge and understanding that the leisure, travel and tourism market can be divided into segments such as:age;gender;social group;lifestyle; andethnicity;Investigate the characteristics of different market segments:Students could explore the market segments listed in the specification and determine what these headings mean to organisations who may be attempting to find potential customers, e.g. segmenting by age should generate at least 4 sub categories and students should be able to identify specific characteristics from each sub group (elderly couples may wish to go abroad for longer periods than young working professionals but may not have as much disposable income).This activity could be developed to address all the segments listed in the specification. Students could discuss in groups, the advantages and disadvantages of using these and other segments when dividing the market into segments.Record and summarise the main points of the discussion.PSWOResourcesMorris, P., Kelly, M., Douglas, S. and Fletcher, L (2009) GCSE Leisure and Tourism, Pearson Education Company, Heinemann.James, E., Thirlaway, J. and Woodhouse, U. (2007) Travel and Tourism, (Hodder Arnold, London)King, C., Kerr, A. and Jeffries, M. (2006) BTEC First Travel and Tourism, HeinemannUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesMarketing (cont.)Productdemonstrate knowledge and understanding of the range of products and services the leisure, travel and tourism industry provides:the main and ancillary products and services; andthe tangible and intangible products and services;Research using the Internet to identify the range and scope of products and services in the LT&T industry.Using a selected website from each of two different sectors, students should investigate each organisation and compile a detailed list of all the products and services that are available to their customers. They should identify the difference between products and services as well as those that are tangible or intangible with examples of each.Students should be able to make clear statements about what the main products and services are and suggest which target market the product or service might be aimed at.UICTPSPricedemonstrate understanding of the main pricing strategies used in the leisure, travel and tourism industry and evaluate their effectiveness:profitability;peak and off-peak as well as high season and low season pricing; andgroup and special discounts;Develop the research base from products and services to include analysis of pricing structures in both organisations:Create a lesson that identifies the main pricing strategies that are common in the leisure, travel and tourism industry and allow students to discuss their own experience of these type of strategies when purchasing food, clothes etc.Establish the role that these strategies play in ensuring that organisations are profitable.Allow Students to then analyse the information in the two selected websites and make their own judgements about how each organization addresses pricing of products and services at different times of the year.Conclude the discussion by asking for examples of what factors affect prices in LT&T. Summarise and record all of the outcomes.UMPSComm – T & LUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesMarketing (cont.)Placedemonstrate knowledge and understanding of the importance of the location of leisure, travel and tourism facilities;Produce a map that identifies the locations of LT&T organisations in the local town:Students could work individually or in groups to locate leisure, travel and tourism organisations and to analyse the effectiveness of their locations for their customers. The locations should be presented to the entire group and students could pose appropriate questions about the differences in locations and decide if they serve visitors to the town or those who live in the town.Draw conclusions about the factors that could influence the success of each organisation should be considered.Identify the best locations for specific organisation and make recommendations on the use of any vacant m – T & LPSWOPromotiondemonstrate knowledge and understanding of the difference between promotional techniques and promotional materials used in the leisure, travel and tourism industry;Investigate the difference between promotional techniques and materials:Teachers will find it useful to collect a variety of promotional material.Discuss in class the differences between promotional techniques and promotional m – T & LUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesMarketing (cont.)Promotion (cont.)describe how leisure, travel and tourism organisations use the following promotional techniques to communicate with their customers:advertising;direct marketing;public relations;personal selling; andsales promotions;Explore ways that organisations can promote their chosen organization. Plan a promotional activity for a chosen product or service:Students should be tasked with selecting a single product or service that a leisure, travel and tourism organisation could promote to potential customers using as wide a range of techniques and materials as possible. Examine the cost of each promotional technique and suggest how effective this spend would be to different organisations in either the public or private sectors.PSdescribe the promotional materials that leisure, travel and tourism organisations use to communicate with their customers:social media;websites, including online booking and comparison sites;brochures and leaflets;advertising in newspapers, online, on television and radio;press releases;Review two pieces of promotional material used by different leisure, travel and tourism organisations:Students should work individually to collect information on two organisations; they complete a description of the techniques and materials that are being used in their marketing strategyComplete using ICT.UICTPSUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesMarketing (cont.)Promotion (cont.)merchandising;demonstrations and displays; andsponsorship;demonstrate understanding that leisure, travel and tourism organisations use different promotional techniques, depending on the organisation and the product or service it is promoting;Analyse the effectiveness of material that is being used by leisure, travel and tourism organisations:Students should select one piece of promotional material from each organisation and analyse the effectiveness of both pieces of material. The analysis should be conducted with specific reference to:the design;use of images;appropriate language; andthe inclusion of detailed information.analyse the effectiveness of promotional materials used in the leisure, travel and tourism industry in relation to design, use of images, appropriate language and the inclusion of detailed information;Students should make reasoned judgements about why each organisation has decided to use the selected material and should be able to demonstrate an understanding of why different organisations use different techniques.PSResourcesMorris, P., Kelly, M., Douglas, S. and Fletcher, L (2009) GCSE Leisure and Tourism, Pearson Education Company, Heinemann.James, E., Thirlaway, J. and Woodhouse, U. (2007) Travel and Tourism, (Hodder Arnold, LondonKing, C., Kerr, A. and Jeffries, M. (2006) BTEC First Travel and Tourism, HeinemannRickerby, S. (2009) Leisure and Tourism, Nelson ThornesUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesMarketing (cont.)Impact of the internet and social mediademonstrate understanding of the importance and use of e-marketing in the leisure, travel and tourism industry, including:websites;pop-ups;cookies;review sites;social media; andinternet booking, both direct and indirect;Organise a group debate to demonstrate understanding of the use of internet and social media in the leisure, travel and tourism industry.Students should be encouraged to participate in a class debate to explain what social media is and how it is used by young people.Individuals or groups should be selected to present information about each of the social media and to demonstrate what is represented by cookies, Pop ups etc.The topics covered should be summarized and m – T & LUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesMarketing (cont.)Organisational objectivesdemonstrate understanding that leisure, travel and tourism organisations adapt their objectives as the competitive environment changes;Students produce a SWOT analysis for two different leisure, travel and tourism organisations and compare organizational objectives:The teacher should select two dissimilar organisations.Students should investigate the likely organisational objectives, making comment on the reasons why public and private organisations do not seek to achieve the same outcomes.demonstrate understanding of using a SWOT analysis to determine an organisation’s position in relation to competitors and its success in the market place;A SWOT analysis for each organisation should be completed with conclusions on how best to retain a successful position in the market. Students should be able to demonstrate some market opportunities for both organisations and be able to suggest what changes may be needed in each marketing mix.PSUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesMarketing (cont.)Organisational objectives (cont.)compare private, public and voluntary sectors’ organisational objectives such as:increasing profits;increasing market share by targeting new customers;retaining existing customers;offering an extended range of products and services; andraising awareness;Students create a summary debate to compare the public, private and voluntary sectors.SMUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesMarketing (cont.)Students should be able to:Promotional activitydemonstrate knowledge and understanding of the planning steps that organisations need to take to ensure that promotional activity is effective:identifying clear objectives;identifying the target market;choosing the most appropriate promotional technique;choosing the most appropriate promotional material or materials; andmonitoring and evaluating the success of the promotional activity;Plan a promotional activity for a LT&T organization:Students could prepare a simple promotional plan for a small local leisure, travel and tourism organisation with which they are familiar, outling how they would address the planning steps that are necessary to ensure that their activity will be successful.Each student should complete their plan under the five listed headings and should participate in a group feedback session, outlining their reasons for deciding on the actions that they have proposed.PSWOUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesMarketing (cont.)Market research demonstrate knowledge and understanding and analyse the advantages and disadvantages of the market research methods that leisure, travel and tourism organisations use to find out what their customers need such as:postal surveys;telephone questionnaires;personal surveys;observation;focus groups; andInternet and email.The teacher should prepare material that is suitable for use in conducting market research in the leisure, travel and tourism industry:Students research the response of customers to an organisation’s marketing mix by applying a range of research strategies to:Product: what key features would the customer expect or like to see in the organisation’s products and what lifestyle issues of the customer might make the product more attractive to them?Place: find out about how customers book their products or services and what types of communication they use. Identify if the location of the business is convenient and how far are customers prepared to travel for similar products or services.Price: what are the best ways to price your products and services. Would customers be prepared to buy more if special discounts were available or if early booking or off peak pricing was available?Promotion: Students could collect information about the customers life styles, hobbies or interests and assess whether the promotional materials are sufficient to meet the needs of the organisation and or the customer.PSPSResourcesMorris, P., Kelly, M., Douglas, S. and Fletcher, L (2009) GCSE Leisure and Tourism, Pearson Education Company, Heinemann.James, E., Thirlaway, J. and Woodhouse, U. (2007) Travel and Tourism, (Hodder Arnold, London)King, C., Kerr, A. and Jeffries, M. (2006) BTEC First Travel and Tourism, HeinemannRickerby, S. (2009) Leisure and Tourism, Nelson ThornesUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesEffects of leisure, travel and tourism developmentStudents should be able to:demonstrate knowledge and understanding that leisure, travel and tourism development can have positive and negative social, economic and environmental effects.Consider the introduction of a holiday village in a local area:undertake research, reading case studies of impact of new destinations/developments;students work in groups to take on roles of either local authority, local community, developers and other potential stakeholders to ensure coverage of both positive and negative effects;in each group, students select one focus: social, economic or environment effects to ensure full coverage of the topic;ideally chaired by a representative of the local authority;students present a case for or against introduction – arguments must be supported by evidence from research; andfollowing the debate, students produce a summary identifying two examples of both positive and negative social, economic and environmental effects i.e. a list of 12 m – T & L, PSResourcesInternet access, a representative from the local authority or local tourism organisation, a room to facilitate group discussions.Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesSocial effectsStudents should be able to:analyse the positive and negative social effects of leisure, travel and tourism development:better transport and essential utilities for locals;improved facilities such as leisure centres or health clubs;improved quality of life;improved awareness of other cultures;disruption to everyday life;increase in crime levels;loss of cultural identity due to imposing visitors’ culture and expectations; andhostility and resentment.Investigate the impact of a local leisure and tourism event such as a running event (or similar) on daily life of local residents:students conduct a survey of local people living in the immediate area to determine any impact;they produce a questionnaire. This could be an online questionnaire and the link could be provided to all students within the school (where this is close to the location of the event);the questionnaire could focus on:transportfacilities such as leisure centresquality of lifedisruption to their lifehow they have interacted with other culturescrimetheir own cultural identitytheir perspective on touriststhe data collected could then be collated, entered onto a spreadsheet and analysed;students work in groups to present their findings analysing the positive and negative social effects of leisure, travel and tourism development; andstudents discuss how their findings might relate to other potential leisure, travel and tourism development.PSUMWOResourcesWord processing software for development of questionnaires, access to Internet for online survey websites, spreadsheet softwareUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesEconomic effectsStudents should be able to:analyse the positive and negative economic effects of leisure, travel and tourism development:increased employment opportunities, for example in leisure and tourism hotels;increased disposable income leading to increased sales in local businesses and encouraging business opportunities such as new shops opening;rising cost of living such as increased demand for holiday homes makes housing and land too expensive for local people;Calculate the economic impact of opening a new hotel in a local area:students work in small groups to investigate job roles available within a hotel and potential payment rates, they determine numbers of total staff needed in each role for 24 hour 7 day a week (this could be supported by a visit to a local hotel or a guest speaker). This would indicate the increased employment opportunities in hotels and the potential for seasonal employment and the unsociable hours;students calculate annual payroll and tax contribution resulting from introduction of hotel. This could be extended to estimate potential expenditure by tourists to the area (a proportion could be overseas visitors to determine level of exports and calculate VAT earned from overseas visitors). In addition, students could consider the multiplier effect by estimating expenditure from employees and visitors, who benefits and how the financial benefits are further distributed. Calculations can be completed using spreadsheet software with the introduction of formulae to determine tax (income and VAT). This would develop an understanding of potential increased disposable income from increased sales in local businesses; andstudents identify two potential positive and two potential negative economic effects of the new hotel.UMUMUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesEconomic effects (cont.)local businesses may close as they are only required seasonally;local goods can become more expensive because tourists will often pay more as they are on holiday;shops often stock products that meet tourists’ needs and not everyday goods that locals need; andjobs are mainly seasonal, low paid and have long working hours often involving anti-social working patterns such as shift work and split shifts.Interpret statistical data on tourist spending:students are presented with data on incoming visitors. They should analyse the data to determine key findings;this could include any correlation between duration and expenditure, departure points and nights stayed, ratio of visitors from different countries/departure points etc. These can be presented using different mathematical methods; andstudents can use ICT to analyse and present data and findings.Investigate how tourism development effects local prices and services: this activity could relate to a transport development such as an airport or port extension, or a tourist attraction. Students investigate house prices now and what they were prior to the development (using sites such as Zoopla);students work in small groups to calculate the percentage difference and correlate this with differences in house prices in areas not affected by tourism;students work in small groups to determine the number of businesses no longer in place and any new businesses that have been established. They determine any correlation between business closures, business development and the tourism development i.e. are the new businesses more tourism focussed?UMPSUMWOUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesEconomic effects (cont.)students determine which products and services are no longer available to local people (if applicable) and how far they would need to travel to access these lost products and services; andstudents visit shops in a tourist area to determine prices for a ‘basket of goods’. They then determine the same prices locally to identify any additional costs faced by locals in areas popular with tourists.PSProduce a blog post related to a proposed travel, leisure or tourism development in a local area:students work individually to draw together all they have learned from the various activities analysing the positive and negative economic effects of leisure, travel and tourism development; andstudents should be encouraged to write approximately 200 words to equate to an extended answer exam m WComm RResourcesInternet access for research, spreadsheet software for data analysis, word-processing software for reportingUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesEnvironmental effectsStudents should be able to:analyse the positive and negative environmental effects of leisure, travel and tourism development:conservation of natural features, for example open spaces such as parks;improved street furniture;better traffic management;regeneration and urban renewal, for example using traditional buildings for new activities;increased pollution;overcrowding;traffic congestion; anddamage to the environment, for example path erosion.Produce media message on environmental impacts of an attraction (or transport hub):students carry out primary research visiting an attraction (or transport hub) this can involve a traffic survey and pollution test;during the visit, they identify transport links and traffic management that are in place;if possible arrange a focus group meeting with a local community group;produce an article for either the attraction website and/or a local newspaper. The website article should be used to promote the positive benefits (such as improved street furniture, better traffic management, regeneration, urban renewal, conservation of natural features), the local newspaper to campaign because of negative effects (such as increased pollution, overcrowding, traffic congestion, damage to the environment (e.g. path erosion). Students select the choice based on their findings; andstudents should aim to write approximately 200 words in their article to equate to a response to an extended answer question i.e. analyse the potential negative or positive environmental effect of a leisure, travel and tourism development.PSComm – WUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesEnvironmental effects (cont.)Investigate traffic congestion resulting from an event:students read articles/blogs/social media messages relating to a major event to determine any related transport issues;students present a report of findings, with recommendations for a future event;students could follow real-time traffic online, such as for Glastonbury Festival or similar.UICTPropose the regeneration of a disused building:students are provided with details of a disused building in their local area. They propose ideas for how it can be developed for leisure and/or tourism. This would enable them to identify the positive environmental effects related to regeneration and urban renewal;their proposals could be presented using multi-media to a member of the local authority or a tourism professional;in making their presentation, students could be asked to focus on two environmental benefits resulting from the regeneration.PSResourcesVisit to an attraction or transport hub/gateway, access to the Internet (for online surveys, real-time traffic, social media comments, and details of local unused properties), word-processing softwareUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesMethods used to reduce negative impactsStudents should be able to:demonstrate knowledge and understanding of the methods used to reduce the negative effects of development in leisure, travel and tourism by:educating locals and visitors through websites, leaflets, community talks, guided walks, events and signage;managing traffic such as implementing one way traffic systems, park and ride, pedestrian only town centres, time limited parking zones or adequate car parking spaces;Review a leisure, travel and tourism development proposal against current planning policies:students can use development proposals they have created (see earlier) or alternative ideas for development. They work in small groups to review the proposal;students use key criteria from local planning officers (these will need to be simplified for the purpose of this activity). The planning requirements could be presented by planning officers who could support the activity;students work in groups to consider ways of adapting a proposal in order to meet requirements. Each group could focus on a different proposal e.g. traffic management, building controls, regulating tourism flow, education of tourists. They can look at previous planning decisions and why they were accepted/denied;students analyse three ways of minimising negative impacts. Each way should be written in approximately 25 words to equate to a short answer question in an exam.WOWOSMUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal Capabilitiesplanning such as using planning policies to control buildings in built-up areas;managing visitors by regulating opening and closing times or off-peak pricing; andconsulting local community through forums and focus groups.Developing a guided walk:students can plan a guided walk around an area at risk from negative impacts of tourism;the guided walk could be to introduce new landmarks to encourage tourists away from those adversely affected or present the existing landmarks from new perspectives;this would focus on how education can minimise negative impacts of tourism;it also shows how visitors can be managed;students will research information about the area that is the focus of the guided walk. This could include consulting with the local community through a local online forum;students produce an audio commentary to be taken along the guided walk, which should include advice to tourists on how to minimise their negative impact.PSSMResourcesLocal plans for tourism, travel and/or leisure development, plans for tourism, travel and/or leisure development nationally and internationally (for example The Palm, Dubai), planning criteria from local authorities (simplified for student access) (see .uk, .uk, ), local planning officers or councillors, Internet access (for access to local community forum and local heritage information), word-processing softwareUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesSustainable tourism Students should be able to:define sustainable tourism as tourism that takes full account of its current and future economic, social and environmental effects and addresses the needs of visitors, the industry, the environment and host communities.Review a tourism destination against the principles of sustainable tourism:students will need to know the principles of sustainable tourism, including the definition provided in the qualification specification;students work in small groups to research information on a tourism destination. It is anticipated that this will be an overseas facility and Internet research is used;each groups looks for examples of the application of sustainable tourism;each group could be allocated a specific principle to focus on e.g. minimise negative environmental impacts, create economic benefits, conserving local culture, promoting links and respect between tourists and the local community;each group gives the destination a ‘sustainability’ rating based on their own criteria;the criteria and ratings are discussed and the groups combine to create a common rating system that is then used to allocate a rating to the destination;their conclusions would be assessing the effectiveness of the principles of sustainable tourism within the destination and could be presented using PowerPoint or other presentation software; andPrinciples of sustainable tourismexplain how to practice the principles of sustainable tourism and assess their effectiveness:minimising the negative environmental impact in destination, for example restricted access;creating economic benefits including future employment for locals for example buying local produce;PSComm – T & LUICTUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesPrinciples of sustainable tourism (cont.)Students should be able to:conserving local culture, for example buying local arts and crafts; andpromoting links and respect between tourists and the local community for example home stays where locals host tourists in their own homes.following the presentation, students are presented with details of a new development. They are individually tasked with explaining three ways the principles of sustainable tourism could be could be applied to the destination. Students should be encouraged to write approximately 25 words to equate to a short answer question in an m – WSMResourcesA handout on the definition of sustainable tourism and its key principles, access to Internet for destination research and further information on sustainable tourism (such as , ), brochures and/or other promotional material for a destination, word-processing software, presentation softwareUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesThe responsible travellerStudents should be able to:define the term responsible traveller as a traveller who respects their destination and its inhabitants and who is economically, environmentally and socially response; andDevelop a ‘responsible traveller’ guide for their local area:students are provided with the definition of the term ‘responsible traveller’;students work individually to produce a guide that is specific to their local area. They identify one specific action a tourist could take for each of economic, environmental and social responsibility. The aim is that the guide could be credit card sized so to keep the communication clear and focussed.PS, UICTdemonstrate knowledge and understanding that a responsible traveller respects the destination and its inhabitants by:being economically responsible, for example supporting the local economy by buying local souvenirs or eating in local restaurants;Develop interpretation for a tourist attraction:students work in groups to research a tourist attraction (ideally a destination that is not an established destination for tourism);this could be desk based research and so ideally suited to learning about an overseas attraction, or primary research based on a visit to a local attraction;students use their findings to propose a new interpretation for the attraction. This could be a series of notices, audio or video commentary, leaflets or other forms of media;the new interpretation should focus on either economic, environmental or social responsibility;students individually explain two ways their ideas will help tourist be responsible travellers.WOUICTSMUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesThe responsible traveller (cont.)being environmentally responsible, for example avoiding using litter, reducing energy consumption or conserving water; andbeing socially responsible for example asking before taking photographs or respecting local culture and traditions.ResourcesA handout on the definition of ‘responsible traveller’, word-processing software, access to Internet for researching destinations, brochures or other promotional materials and guides related to a destination, access to multi-media softwareUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesAttitudes and culturesStudents should be able to:demonstrate an understanding and appreciation of the variety of attitudes and cultures found in different destinations such as:social customs;food and drink; anddress; andProduce a fact-file on a country:students work in groups to research the culture of two different countries – one in the European Union and one in either Asia, Africa or South America;the research should take account of traditional social customs, food and drink and traditional dress;students use their research findings to produce fact files on each destination;these can be used to create a display for an event such as an open evening, with students answering questions from visitors;students individually select one social custom, one item of food or drink and one aspect of traditional dress of one country they researched and describe the impact that each would have on tourists to that country.WOPSComm – Wdemonstrate understanding of the impact these attitudes and cultures have on tourists.Carry out a survey of how attitudes and cultures affect tourists:students work in groups to carry out a survey amongst students and their families at their school;they can create questionnaires, including for online completion;when questionnaires are completed, students analyse results and present their findings in a report; andindividually, students identify three impacts of how local attitudes affect tourists.WOPSSMResourcesAccess to Internet for research and online questionnaires, word-processing software, presentation materials (either presentation software or paper, pens, scissors, sticky tape etc.)Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesSafety and security procedures and measures for travellersStudents should be able to:demonstrate knowledge and understanding of the safety and security procedures and measures at the point of departure when travelling by air, rail and sea such as:the permitted and restricted items in cabin and hold luggage, luggage screening;body scans and screening;ticket control, passport control and boarding passes;safety demonstrations including emergency procedures for evacuation; andvehicle checks; andProduce a security plan of a transport gateway:students produce a diagram of an international transport gateway such as an airport or ferry port. This can be real or fictitious;on their diagram they show all of the key security controls, with annotation to indicate what security activity takes place. This should be produced using ICT software;this would show the equipment used (body scanners and screening equipment) and the location of ticket control and passport control points, evacuation points and routes. Consideration should be given for passengers, baggage and vehicles.Role play security interactions with customers:students participate in role play activities;they take the role of a security officer at an attraction, event and/or transport gateway;as they should engage in more than one role play, they also take the role of the tourist carrying inappropriate items;the range of role plays would provide opportunities to cover safety demonstrations, vehicle checks, permitted and restricted items, luggage screening, security announcements, entrance security procedures, use of equipment for safety and security;PSUICTComm – T & LUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesSafety and security procedures and measures for travellers (cont.)Students should be able to:demonstrate knowledge and understanding of safety and security procedures and measures that leisure and tourism organisations use such as:fire drills;evacuation procedures, for example evacuation cards on hotel doors and leisure centre walls, location of muster stations on ferries and cruise ships;security announcements;entrance security procedures;when not participating in role plays, students should be observing and noting key security strengths and weaknesses;individually, students describe:three items of prohibited luggage; andthree actions used to maintain passenger/visitor security.SMThe Teacher presents safety and security procedures in place for different types of users:students work in small groups. Each group can complete this activity based on the same or different facility;if it is possible to arrange a visit to a facility, it is beneficial that all students use the visit as the basis of the research. If not, then it is recommended that each group looks at a different type of facility;a facility could be a hotel, transport, airport, attraction, leisure centre etc.;students work in small groups. Each group is allocated a different type of user e.g. business person, young child, parent with young children, large group, small group travelling with a person with mobility impairment;students produce materials to indicate one or more aspects of safety and security procedures. The aim is to ensure communication and content is appropriate to the particular user;students should ensure that for each user, all of the specification content is covered.WOPSUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesSafety and security procedures and measures for travellers (cont.)personal security including personal belongings for example lockers and safes in hotel rooms and apartments or peepholes in hotel doors;monitoring or observation, for example pool lifeguards or ride operators in theme parks; andequipment provided for safety, for example soft landing areas or protective headgear.ResourcesA visit to a local attraction, international transport gateway and/or leisure facility, access to the Internet to undertake research and to watch video clips (where possible), word-processing software, large size (A3 or A1) paper and marker pens (for layout of premises), space and resources for role play activities (such as seat belts, life vests, safety cards)Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesEntry or exit requirements affecting different destinationsStudents should be able to:demonstrate knowledge and understanding and analyse travel requirements and costs of travelling to different destinations:passports, visas, electronic system for travel authorisation (ESTA), advanced passenger information (API/APIS);European health insurance card including what it does or does not cover;departure tax applied by international destinations; andvaccinations.Calculate the total cost of a holiday:students work in small groups to research total costs of a tailor made holiday;the purpose is to demonstrate additional costs and this should cover all content in the specification;each group should be allocated a destination where there are visa and/or vaccination requirements to address a wide range of additional costs. The passenger(s) travelling should have no passport or a passport about to expire to incorporate this additional cost;on completion, students enter information into a spreadsheet;they use their data to determine the proportion paid in tax, the proportion paid to UK and overseas governments and other businesses;this activity can be linked to economic impact of tourism.Role plays with customers:following completion of the above activity, students participate in role plays setting out the costs that need to be taken into account for their planned holiday;when taking on the role of the customer, they adapt their requirements. For example, they have passports or do not require insurance. This will allow the student to manipulate the data in the spreadsheet or to make new calculations as well as covering a wide range of content.UICTUMUM, UICTResourcesAccess to Internet for research, leaflets produced by government departments regarding entry or exit requirements, brochures for similar information, space for role plays, spreadsheet software.Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesTravel health risk and precautionsStudents should be able to:demonstrate knowledge and understanding of the potential health risks that travellers face; andProduce a map of countries with health risks:students work in groups to carry out research on potential health risks of countries;from the research they produce a world map showing countries with health risks. The map could be produced using ICT.WOdemonstrate knowledge and understanding of the precautions travellers might take against potential health risks for example:medicines including vaccinations;clothing to protect from insect bites;equipment such as mosquito nets; andkeeping up to date with advice for example from tour operators, airlines or government agencies.Produce a database of potential health risks and controls:students extend their findings above, to include how to control the risks, in addition to vaccinations;they use their findings to create a database of countries, risks and controls.UICTResearch costs of controlling health risks:students research the cost of vaccinations, clothing, medicines and other equipment recommended when travelling to areas at risk from certain diseases (see content of specification);their findings are added to their database.UICTRole plays with customers:students use their database to provide information to customers in role play m T & LResourcesAccess to Internet for research (.uk), travel guide books, brochures and other information on destinations, database software, large scale world map or large paper (A3 or A1) and marker pens to produce outline world map, space for role plays.Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesEmergency situations that affect travel and tourismStudents should be able to:analyse and explain how different emergency situations such as terrorist attacks, wars, riots, natural events or disease outbreaks affect the industry, for example:cancelled holidays;repatriation;restricted seasons;effect on visitor numbers;costs; andbad press; andDeal with an emergency situation on the ground:students work in small groups. They are provided information related to an emergency situation in a location e.g. an earthquake, hurricane or similar that has led to an airport closure and no flight arrivals;each group considers either:tourists due to depart for the airport:those due to depart from the airport; orthose staying in the local area;each group suggests how to deal with the situation. This could involve identifying other local airports and planned flights and local destinations and accommodation that can be used;students prepare communication for tourists to appear on a website and in a press release to mitigate for possible bad press and fall in visitor numbers in the future;they also deal with face to face situations with customers describing plans to deal with the situation. Role plays could involve cancelled holidays, need for repatriation, general disruption to travel, stress and costs; andstudents individually analyse the effect of the emergency situation on a transport operator, tour operator or major local attraction. They should aim to produce approximately 200 words, to equate to an extended answer response.PSComm – Wanalyse and explain how different emergency situations affect the traveller for example:disruption to travel;stress; m – T & LSMUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesEmergency situations that affect travel and tourism (cont.)Investigate price differences for destinations affected by regular weather conditions:students are each allocated a different destination;they research possible weather conditions that may affect tourists and the dates affected;they then look at brochures, air fares and accommodation rates;students investigate correlations between prices and natural weather conditions. They may need to work in small groups for this task; andstudents present findings in different ways e.g. pie charts, graphs etc.UMUICTResourcesAccess to Internet for research, case studies of emergency situations in tourist destinations, word-processing software, space for role plays, holiday brochures, spreadsheet software.Unit 3Working in the Leisure, Traveland Tourism IndustryUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesCustomer serviceStudents should be able to:demonstrate knowledge and understanding that excellent customer service means consistently exceeding the needs and expectations of customers, rather than just meeting them;What is customer service? Group work/discussion on words which describe good and bad customer service.Discussion on own experiences of good and bad customer e to an agreement as to what they understand customer service to be. Develop this: What is excellent customer service?Comm – T & LWOanalyse the benefits of customer service:increased levels of satisfaction;increased sales; improved public image and an edge over competitors;Why provide Customer Service?Discussion on why organisations want to provide over and above what the customer has paid for.What are the results of poor and good customer service for both:business; andthe customer?Comm – T & LResourcesYouell, R (2010, 3rd Edition) Travel and Tourism Book One, Travel and Tourism Publishing, (pp 117- 124)Outhart, T & Barker, R. (1997) Leisure and Tourism for Advanced GNVQ, Collins, (p183-185)White-Board for key words to be placed by students.Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesCustomer service (cont.)Students should be able to:demonstrate understanding of the overall importance of customer service, including how it affects reputation, repeat business and customer satisfaction;A teacher led discussion on the overall importance of customer service and how it can have an impact on the business, negative and positive reviews, use local examples of business that have failed or doing well, and why people return/don’t return.Review TripAdvisor reports on establishments and discuss the m – T & LComm – RMeeting and exceeding the needs of the customerdemonstrate understanding that customer service must meet the needs of different customers, including:individuals and groups;different age groups;different cultures;non-English speakers;people with specific needs, for example sight or hearing impaired, wheelchair users or families with young children or babies; orbusiness people;Using brochures, leaflets and personal experience, students make a list of as many different types of customer facilities provided either from what is provided, e.g. high chairs for children, meals for people with dietary needs, different prices for groups or people of different ages, hearing loop or the services they offer, e.g. different prices for different ages. From feedback, come up with final list using the groups given in the specification.Students choose a specific facility, for example, a hotel, a leisure centre, a theatre or museum and, using either leaflets or personal experience, produce a table to show what the facility provides for each type of customer. To extend this activity, students can be encouraged to suggest provision, which could be added for other types of customers.PSSMResourcesTeacher led discussion. Use local newspapers articles, or online reviews to assess positive and negative customer experiences.ICT suite.Website: Tourist information leaflets from wide variety of organisations. Travel brochures and websites from variety of facilities both local and further afieldYouell, R (2010, 3rd Edition) Travel and Tourism Book One, Travel and Tourism Publishing, (pp 128 – 133)Outhart, T & Barker, R. (1997) Leisure and Tourism for Advanced GNVQ, Collins, (p174-181)White-Board for key words to be placed by students.Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesCustomer service (cont.)Students should be able to:Meeting and exceeding the needs of the customer (cont.)identify and explain the typical customer needs that excellent customer service meets, for example:speed and quality of service;signage;accessibility;different types of equipment, for example wheelchairs, pushchairs, highchairs and audio facilities; andcustomers with medical conditions, for example food allergies;Students choose a local Leisure or Tourism establishment they are familiar with, they infill a worksheet using the titles alongside with how it meets the needs of its customer and where applicable the student feels excellent customer service has been delivered.It would also be beneficial if a visit and talk with the establishments manager could be arranged.PSResourcesSample of Customer Service WorksheetVisit to a Leisure or Tourism Establishment where worksheet can be infilled from first-hand experience.Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesCustomer service (cont.)Students should be able to:Customer service skills and qualificationsdemonstrate knowledge of the customer service training programmes that many leisure, travel and tourism organisations use;How do you help staff provide good customer service? Using examples, ask students how the customer service agent knew how to do this. How could employers help employees?Introduce the training programmes and look at content such as World Host Customer Service through Tourism m – T & LWOComm – Rdemonstrate knowledge and understanding of personal issues involved in working in the leisure, travel and tourism industry:personal presentation (uniforms, piercings and body art);personal hygiene;personality;attitude; andbehaviour;First impressions: General class discussion on how personal appearance makes a good or bad impression and how this reflects on the business.Draw up a questionnaire for guest use on their first impressions.Students select an organisation and produce a handbook for new staff outlining personal presentation m – T & LWOPSUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesCustomer service (cont.)Students should be able to:Customer service skills and qualifications (skills)demonstrate knowledge and understanding of the importance of customer handling skills:listening;communication by telephone, email or letter; andICT skills.Role play and practical exercises to cover handling skills:role play for telephone messages, recording messages on appropriate forms to be passed on; andrespond to a range of e-mails or letters from different types of customers in a range of situations, these can be word-processed.Initially role plays can be simple and short followed by class discussion on recording of information and developed into documentation required leading into next part of the specification.SM, Comm – T & LResourcesGuest speaker from customer service role to give talk and answer questions on training (combine this with personal presentation exercise below)College prospectusICT suite.Websites such as:Tourism NI World Host Customer Service Programglobalassets/grow-your-business/worldhost/worldhost-ni-brochure.pdfOuthart, T & Barker, R. (1997) Leisure and Tourism for Advanced GNVQ, Collins, pages 196–201Blue Badge Guides – blue-.ukRange of outlines of situations for role-playmessages to be passed on; andenquiries for information or advice.These outlines can be tied in with the different situations in which customer service is provided from the next section of the specification.Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesCustomer service (cont.)Students should be able to:Customer service provisiondemonstrate knowledge and understanding of the different situations in which organisations provide customer service and the relevant documentation:providing advice, information and/or assistance;receiving and passing on messages;dealing with dissatisfied customers;dealing with an emergency, for example illness;offering extra services; anddealing effectively with feedback from customers;Following on from role plays on how to demonstrate customer handling students, review the situations which require customer contact situations and those which require documentationSMUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesCustomer service (cont.)Students should be able to:Customer service provision (cont.)demonstrate knowledge and understanding of the different methods of providing customer service:face-to-face;telephone;written and electronic communication; orsocial media.Referring back to customer handling skills, recap methods of providing customer service. Students come up with situations appropriate to each method.Social Media sites such as Businesses Facebook, TWITTER accounts and Customer Review sites can be used as case-studies.PSResourcesICT suiteRange of documentation from leisure and tourism facilities, for example, registration documents, booking forms, accident report forms, telephone messages, customer comment cards (Students could collect these over a period of weeks during their leisure time or from contacts they may have)Teacher guidance through customer handling situations.Case-studies created form Social-Media sites used by local Leisure or Tourism BusinessesOuthart, T & Barker, R. (1997) Leisure and Tourism for Advanced GNVQ, Collins, (p203-207)Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesCustomer service (cont.)Students should be able to:Dealing with a complaintdemonstrate knowledge and understanding of the key steps needed to deal effectively with a complaint:the importance of remaining calm and listening carefully to the customer;creating and building rapport;empathising with the customer;removing emotions from the situation;asking open questions;changing the focus to finding a solution; andhighlighting and agreeing the next steps with the customer.From personal experience, discussion and listening to a Guest Speaker, students become familiar with basic steps of guidance as to how they should handle complaints.Teacher creates a number of different complaint scenarios and students put together a guidance step-by-step advice pack on how to deal effectively with the complaint.Role plays to bring together their customer handling skills and, where appropriate, the recording of information.Select specific organisations and in groups have students list the types of complaints that may occur, e.g. a leisure centre may have a customer complaining about broken locks on the changing room m – T & L, WPSPSComm – T & L, WUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesCustomer service (cont.)Students should be able to:Dealing with a complaint (cont.)demonstrate knowledge of when to refer a customer to a more senior staff member.A hotel may have a variety of complaints depending on where the customer is:restaurant;hotel room;conference; andwedding.From a selection of complaints, look at possible solutions at different levels.PSResourcesYouell, R (2010, 3rd Edition) Travel and Tourism Book One, Travel and Tourism Publishing, (pp 148 – 152)Outhart, T & Barker, R. (1997) Leisure and Tourism for Advanced GNVQ, Collins, (p215-216)Visit or guest speaker where students will have an opportunity to gather information through questionnaires on actual complaints and how they are dealt withWatch YouTube Videos on Customer Complaint HandlingICT SuiteUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesHealth and safety in the workplaceStudents should be able to:demonstrate knowledge and understanding of the importance of health and safety legislation and procedures:the responsibility of employers and employees under the Health and Safety at Work Order (NI);evacuation procedures;first aid;child protection (Access NI); anddisability.Teacher-led discussion on the personal experience of students in ‘health and safety’ experienced during holidays, e.g. fire notices, first aid.Introduction of the associated procedures employers must undertake as stated in the Learning Outcomes.Visit to a specific organisation and talk by a staff member on procedures and why they are in m – T & LComm – WResourcesICT suite.YouTube Health & Safety in work videos.uk/articles/employees.uk/nisi/1978/1039/contents.uk/index.aspx?articleid=1859Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesThe structure of the leisure, travel and tourism sectorStudents should be able to:demonstrate knowledge and understanding that leisure, travel and tourism organisations typically have three levels:managerial;supervisory; andoperational;Give students a variety of job titles on cards and ask them to sort them into levels of seniority.Give the students a detailed breakdown of employees and their job role within a small leisure or tourism establishment e.g. travel agents, outdoor pursuit centre.Student then draw a hierarchy triangle and answer the question sheet about who answers to whom (1).Comm – T & LPSdemonstrate an understanding of the benefits of a three tier organisation;Students infill the missing word sheet which explain benefits of the flow of management and communication in a leisure, travel & tourism organisation (2).SMResourcesCards of job titles which include words to show difference in levels:managersupervisoroperationalUse Word Doc provided or teacher sources their own and creates similar questions to those provided.“Missing Words Doc” which has an extract explaining the benefits of the three tier organisation. Missing key words at the bottom of the page.Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesThe structure of the leisure, travel and tourism sector (cont.)identify types of jobs at each of the three levels and distinguish between the levels of responsibility of each; andUsing cards, discuss the difference between levels in tasks and decision making for each role. Look at job descriptions for each level and discuss the differences, for example, in levels of responsibility and decision m – T & Lcompare and contrast the benefits of working in small, medium and large leisure, travel and tourism organisations, including:job perks;promotions; andcompetitive salary.Paired work: each student will compare and contrast their 3 jobs ranging from small, medium and large organisations within the sector against their class peers focusing on perks, promotional opportunities and competitive salary.WO, PSResourcesLabels of job titles for students to place on an organisational chartWebsites for job descriptions contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesJob opportunities in the leisure, travel and tourism industryStudents should be able to:identify and research the range of job opportunities in the leisure travel and tourism industry, such as:sports coachleisure facility manager;senior travel agent;outdoor activity instructor;children’s entertainer; ortour guide;In groups, students draw up lists of possible jobs for specified facilities, e.g. hotel, leisure centre, pare lists: How many jobs are in a variety of organisations, e.g. managers, receptionists, office staff, customer service?Put jobs into a category in order of seniority.WOComm – T & LPSThe recruitment process in the leisure travel and tourism industrydemonstrate knowledge and understanding of how the industry recruits employees:legal responsibilities;understand the purpose of a job description;identify the role of the interview panel;identify questions they may be asked during an interview.Guest speaker e.g. HR from a local leisure or tourism organisation explains about the recruitment and selection process focusing on – legal responsibilities;understand the purpose of a job description;identify the role of the interview panel;identify questions they may be asked during an m – T & LResourcesFlip chart, PensTeacher/student resourcesGuest Speaker E.G local Job centreTeacher resourcesGuest SpeakerWebsite contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesJob opportunities in the leisure, travel and tourism industry (cont.)Students should be able to:Qualifications and skills needs for a career in the leisure, travel and tourism industryinvestigate two career choices from the leisure, travel and tourism industry by:stating the skills and personal qualities that employees require such as team work, communication skills, good time management, good organisational and people skills, or empathy;identifying the typical salary, working hours and conditions, referring to seasonality if appropriate;Career choices:With Teacher Guidance students select their two career choices.Detailed research students carry out covering necessary rmation can be presented to class peers as part of a m – T & LPSComm – T & L, WUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesJob opportunities in the leisure, travel and tourism industry (cont.)Students should be able to:Qualifications and skills needs for a career in the leisure, travel and tourism industry(cont.)identifying the type and range of qualifications required to obtain employment such as academic and vocational qualifications and may include academic and vocational qualifications, ICT qualifications, first aid certificate and job specific qualifications such as a lifesaving certificate or Blue Badge.ResourcesStudent/Teacher resourcesWebsitescareerintravel.co.ukcareersthatmove.co.uk (Mind Map)Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesInductionStudents should be able to:Induction:demonstrate knowledge of the purpose of the induction process:know what the workplace health and safety issues are;be aware of the policies and procedures of the workplace;understand what the organisation performance standards are and what is required of an employee; andsupport new employees to develop sound work practices; andDiscussion on what “An Induction” is, its purpose, the advantages and disadvantages of an induction. Mind-Map and Key Words on white board, students can draw on own experiences when starting school.Policies, Procedures and Workplace Health and Safety in work, is explained by Teacher.Guest speaker from industry invited in from HR dept. to explain their induction m – T & LUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross Curricular Skills, Thinking Skills and Personal CapabilitiesInduction (cont.)demonstrate knowledge of the induction process, for example:administration paperwork checking and confirming personal details, induction packs, staff handbook and tour of organisation;introduction to team;initial training; andmentoring.Guest speaker explains their induction process and provides examples of administration paperwork, checking and confirming personal details, induction packs, staff handbook and tour of organisation:introduction to team;initial training; andmentoring.Students take notes and teacher infills any areas omitted.Students produce a flow chart to summarise induction procedures.SMResourcesIT Suite.uk/pubns/indg364.pdf.uk/articles/employers-health-and-safety-responsibilitiesGuest Speaker: Health & Safety OfficerTeacher Resources ................
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