Travel and Tourism - De La Salle - Homedelasallegeo.weebly.com/uploads/5/9/0/9/5909518/2012... · 2018-10-04 · Advanced Subsidiary and Advanced Level, 2012 examination – Travel

Version 1.0

General Certificate of Education

Travel and Tourism 8651/8653/8656/8657/8659 2012

Special Features

• GCE allows for 3 Unit AS qualification

• Emphasis is placed on vocationally related contexts

Material accompanying this Specification

• Specimen Assessment Materials

• A Teachers’ Guide

SPECIFICATION

This specification will be published annually on the AQA Website (www.aqa.org.uk). If there are any changes to the specification centres will be notified in print as well as on the Website. The version on the Website is the definitive version of the specification.

│ Vertical black lines indicate a significant change or addition to the specification published for 2011.

Further copies of this specification booklet are available from: AQA Logistics Centre, Unit 2, Wheel Forge Way, Ashburton Park, Trafford Park, Manchester, M17 1EH. Telephone: 0870 410 1036 Fax: 0161 953 1177 or can be downloaded from the AQA Website: www.aqa.org.uk Copyright © 2010 AQA and its licensors. All rights reserved. COPYRIGHT AQA retains the copyright on all its publications. However, registered centres for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to centres to photocopy any material that is acknowledged to a third party even for internal use within the centre. Set and published by the Assessment and Qualifications Alliance.

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Advanced Subsidiary and Advanced Level, 2012 examination – Travel and Tourism

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Travel and Tourism – Advanced Subsidiary and Advanced Level, 2012 examination

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Contents Background Information 1 New Advanced Subsidiary (AS) and Advanced Level 6 (AS+A2) Specifications for 2012 2 Specification at a Glance 9 3 Availability of Assessment Units and Entry Details 14 Scheme of Assessment 4 Introduction 16 5 Aims 17 6 Assessment Objectives 18 7 Scheme of Assessment – Advanced Subsidiary (AS) 20 8 Scheme of Assessment – Advanced Level (AS+A2) 23 Subject Content 9 Summary of Subject Content 27 10 AS Unit 1 - Inside Travel and Tourism 31 11 AS Unit 2 - Travel and Tourism – A People Industry 37 12 AS Unit 3 - Travel Destinations 46 13 AS Unit 4 - Working in Travel and Tourism 52 14 AS Unit 5 - Marketing in Travel and Tourism 58 15 AS Unit 6 - Tourism in the UK 60 16 AS Unit 7 - Overseas Destinations Study 64 17 A2 Unit 8 - Travel and Tourism Project 70 18 A2 Unit 9 - Travel and Tourism – People and Quality 76


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19 A2 Unit 10 - Current Issues in Travel and Tourism 82 20 A2 Unit 11 - Impacts of Tourism 88 21 A2 Unit 12 - Business Operations in Travel and Tourism 91 22 A2 Unit 13 - Management in Travel and Tourism 98 23 A2 Unit 14 - Special Interest/Activity Holidays 104 Key Skills and Other Issues 24 Key Skills – Teaching, Developing and Providing 112 Opportunities for Generating Evidence

25 Spiritual, Moral, Ethical, Social, Cultural and Other Issues 113 Centre-Assessed Units 26 Guidance on Setting Centre-Assessed Units 115 27 Supervision and Authentication 117 28 Standardisation 118 29 Administrative Procedures 119 30 Moderation 121 Awarding and Reporting 31 Grading, Shelf-Life and Re-Sits 122 Appendices A Performance Descriptors 126 B Summary of Key Skills Opportunities 131 C Maps to accompany Unit 3 - Travel Destinations 132


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Background Information

1

New Advanced Subsidiary (AS) and Advanced Level (AS+A2) Specifications for 2012

1.1 Introduction A new suite of GCE Advanced Level (AS/A2) specifications has been developed to carry forward and enhance the vocational emphasis of the Advanced Vocational Certificate of Education (VCE) specifications. The emphasis on portfolio work has been retained but the opportunity has been taken to introduce a two-stage learning and assessment programme (AS/A2), the first of which (AS) can be separately certificated. In contrast to any previous VCE AS qualification, the level of demand at AS and A2 will not be identical. The programme of learning and assessment of AS units is set at a significantly lower level of demand in comparison to those at A2 (see 1.3 below).

1.2 Rationale This specification builds upon the broad educational and vocational framework set out in the AS and Advanced GCE General and Subject Criteria produced by the Qualifications and Curriculum Authority. These AS and Advanced GCEs are broad-based vocational qualifications designed to allow candidates flexible progression routes.

The AS and Advanced GCE in Travel and Tourism have been designed to form qualifications which provide knowledge and understanding of this vocational area. They are ideal qualifications for those candidates who want a broad background in the travel and tourism industry which will allow them to progress to further or higher education, training or employment. They are designed to be delivered through full-time or part-time education courses.

The course of study prescribed by this specification can reasonably be undertaken by candidates entering this vocational area for the first time. Progression through Advanced Level will provide a suitable basis for further study in related subjects in higher education as well as a valuable preparation for careers in any area of the travel and tourism industry.

The fundamental philosophy of this specification is that, in order to understand the nature of the travel and tourism industry, candidates must actively experience the travel and tourism environment. This can be achieved through a variety of approaches including work experience, work shadowing, links with local employers, case studies and research.


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The specification is flexible, with a unit structure designed to allow for a variety of pathways.

Assessment is designed to give credit for what candidates can do as well as what they know and understand. It is based on both portfolio evidence, which is marked by the centre and moderated by AQA, and external assessments which are set and marked by AQA.

AS and Advanced GCE Travel and Tourism provide a worthwhile course for candidates of various ages and from diverse backgrounds in terms of general education and lifelong learning.

This specification is supported by a range of professional institutes and further and higher education institutions.

1.3 Advanced Subsidiary (AS) Advanced Subsidiary (AS) courses were introduced from September 2005 for the award of the first qualification in August 2006. They may be used in one of two ways:

• to lead to a final Advanced Subsidiary qualification (single or double award), allowing candidates to broaden their studies and to defer decisions about specialism

• to make up the first half (50%) of an Advanced Level qualification (single or double award).

AS is designed to provide an appropriate assessment of knowledge, understanding and skills expected of candidates who have completed the first half of a full Advanced Level qualification. The level of demand of the AS assessment is that expected of candidates half-way through a full Advanced Level course of study.

The Advanced Subsidiary single award will comprise three AS units.

The Advanced Subsidiary double award will comprise six AS units.

1.4 Advanced Level (AS+A2) Advanced Level courses of study were available for assessment from January 2007 and for the award of the first qualification in August 2007. The Advanced Level assessment is in two parts:

• Advanced Subsidiary (Single or Double) Award - 50% of the total Advanced Level (Single or Double) Award

• a second stage, called A2 - 50% of the total award.

Both Advanced Subsidiary and Advanced Level are available as a single or double award.

The Advanced Level single award will comprise three AS units plus a further three A2 units. The A2 units, set at a higher level than AS, are designed to assess knowledge, understanding and skills expected of candidates who have completed the second half of a full Advanced Level qualification.

The Advanced Level double award will comprise six AS units plus a further six A2 units.


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The format of Advanced Level courses allows centres to devise an assessment schedule to meet their own and their candidates’ needs. For example:

• assessment units may be taken at stages throughout the course, at the end of each year or at the end of the total course

• AS may be completed at the end of the first year and A2 by the end of the second year

• AS and A2 may be completed at the end of the same year.

Details of the availability of the assessment units in 2012 are provided in Section 3.1.

A nine-unit award is available, called Advanced Level with Advanced Subsidiary (additional). This consists of six AS units and three A2 units. To be eligible for this award, candidates must meet the requirements for Advanced Subsidiary Double Award and Advanced Level Single Award.

1.5 Guided Learning Hours The acknowledged guided learning hours for this specification are 180 hours for the Advanced Subsidiary qualification, 360 for the Advanced Subsidiary Double Award, 360 for the Advanced Level qualification and 720 for the Advanced Level Double Award.


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2

Specification at a Glance Travel and Tourism

2.1 Qualifications Available Advanced Subsidiary GCE (3 AS units)

Units 1*, 2, 3

Advanced Subsidiary GCE Double Award (6 AS units)

Units 1*, 2, 3, 4, 5* and either unit 6 or unit 7

Advanced GCE (3 AS + 3 A2 units)

Units 1*, 2, 3, 8, 9*, 10

Advanced GCE with Advanced Subsidiary GCE (additional) (6 AS and 3 A2 units)

Units 1*, 2, 3, 4, 5*, plus one optional AS unit (AS Units 6 or 7)

plus A2 Units 8, 9* and 10.

Advanced GCE Double Award (6 AS + 6 A2 units)

Units 1*, 2, 3, 4, 5* and either unit 6 or unit 7

plus Units 8, 9*, 10, 11*, 12 and either unit 13 or unit 14

All units have an equal weighting.

* Units marked with an asterisk will be externally assessed. All other units will be internally assessed through portfolio evidence.


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2.2 Requirements for Advanced Subsidiary GCE

In order to obtain the Advanced Subsidiary GCE award, the entry code 8651 must be used and candidates must take the following units.

Unit Title

AS Unit 1* (TT01) Inside Travel and Tourism

AS Unit 2 (TT02) Travel and Tourism – A People Industry

AS Unit 3 (TT03) Travel Destinations


2.3 Requirements for Advanced Subsidiary GCE Double Award

In order to obtain the Advanced Subsidiary GCE double award, the entry code 8653 must be used and candidates must take the following units.

Unit Title

AS Unit 1* (TT01) Inside Travel and Tourism



AS Unit 4 (TT04) Working in Travel and Tourism

AS Unit 5* (TT05) Marketing in Travel and Tourism

plus either AS Unit 6 (TT06) Tourism in the UK

or AS Unit 7 (TT07) Overseas Destinations Study



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2.4 Requirements for Advanced GCE

In order to obtain the Advanced GCE award, the entry code 8656 must be used and candidates must take the following units.

Unit Title

Compulsory AS AS Unit 1* (TT01) Inside Travel and Tourism



Compulsory A2 A2 Unit 8 (TT08) Travel and Tourism Project

A2 Unit 9* (TT09) Travel and Tourism – People and Quality

A2 Unit 10 (TT10) Current Issues in Travel and Tourism



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2.5 Requirements for Advanced GCE with Advanced Subsidiary GCE (additional)

In order to obtain the Advanced GCE with Advanced Subsidiary GCE (additional), the entry code 8657 must be used and candidates must take the following units.

Unit Title













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2.6 Requirements for Advanced GCE Double Award

In order to obtain the Advanced GCE double award, the entry code 8659 must be used and candidates must take the following units.

Unit Title











A2 Unit 11* (TT11) Impacts of Tourism

A2 Unit 12 (TT12) Business Operations in Travel and Tourism

plus either A2 Unit 13 (TT13) Management in Travel and Tourism

or A2 Unit 14 (TT14) Special Interest/Activity Holidays



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3

Availability of Assessment Units and Entry Details

3.1 Availability of Units for Assessment

Assessments based on this specification are available as follows.

Availability of Units

Availability of Qualification

AS A2 AS A Level

January 2012 TT01 only TT09 only

June 2012 All AS units All A2 units

January 2013 TT01 only TT09 only

June 2013 All AS units All A2 units

3.2 Sequencing of Units Whilst the specification is devised to expect candidates to study the AS units and then the A2 units, candidates can be entered for assessment in any unit in any order (see Section 1.4). The opportunities for assessment and availability of the Advanced Subsidiary and Advanced Level qualifications are summarised in Section 3.1.

It is worth noting, however, that some A2 units will be more accessible to candidates who have the knowledge, understanding and skills acquired through the study of appropriate AS units.

3.3 Entry Codes Normal entry requirements apply, but the following information should be noted.

The following entry unit codes should be used.

AS A2

Unit 1 – TT01 Unit 2 – TT02 Unit 3 – TT03 Unit 4 – TT04 Unit 5 – TT05 Unit 6 – TT06 Unit 7 – TT07

Unit 8 – TT08 Unit 9 – TT09 Unit 10 – TT10 Unit 11 – TT11 Unit 12 – TT12 Unit 13 – TT13 Unit 14 – TT14

The Subject Code for entry to the Advanced Subsidiary GCE award only is 8651.

The Subject Code for entry to the Advanced Subsidiary GCE double award only is 8653.

The Subject Code for entry to the Advanced GCE is 8656.


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The Subject Code for entry to the Advanced GCE with Advanced Subsidiary GCE (additional) is 8657.

The Subject Code for entry to the Advanced GCE double award is 8659.

3.4 Private Candidates This specification is not available to private candidates.

3.5 Access Arrangements and Special Considerations

We have taken note of equality and discrimination legislation and the interests of minority groups in developing and administrating this specification.

We follow the guidelines in the Joint Council for Qualifications (JCQ) document: Access Arrangements, Reasonable Adjustments and Special Consideration: General and Vocational Qualifications. This is published on the JCQ website (http://www.jcq.org.uk) or you can follow the link from our website (http://www.aqa.org.uk).

Arrangements may be made to enable candidates with disabilities or other difficulties to access the assessment. An example of an access arrangement is the production of a Braille paper for a candidate with a visual impairment. Special consideration may be requested for candidates whose work has been affected by illness or other exceptional circumstances.

Applications for access arrangements and special consideration should be submitted to AQA by the Examinations Officer at the centre.

3.6 Language of Examinations All assessments will be through the medium of English only.


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Scheme of Assessment

4

Introduction

4.1 Prior Level of Attainment and Recommended Prior Learning

No prior level of attainment is required for this qualification.

4.2 Progression This AQA AS and Advanced GCE enables candidates to develop a broad understanding of travel and tourism principles. In addition, the qualification covers a mixture of teaching and learning experiences from the theoretical through to those with a clear practical emphasis.

It is important that at the start of, and throughout, the AS and Advanced GCE programme, candidates are given the opportunity to explore and discuss their interests and aspirations and are provided with realistic guidance about how the qualification (including the selection of optional units) can help to meet their needs.

The qualification allows for a number of progression routes:

• Higher education: the Advanced awards provide a sound basis for progression to a range of HE courses, e.g. HNC in Travel; HND in Hospitality, Travel and Tourism Management; Foundation Degree in Management and Tourism; BA in Management and Tourism.

• Employment: the specification aims to maintain and support the recognised standards demanded for travel and tourism education and training in order to meet the requirements of various sectors. With a GCE in Travel and Tourism, a candidate would be a suitable recruit for a role in a range of fields including travel agents, conference planning and resort representatives.

• Related qualifications in the National Qualifications Framework: the specification enables candidates to move on to other travel and tourism related qualifications such as NVQ in Tour Operations or BTEC National Certificate in Travel and Tourism.


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5

Aims

The aims set out below describe the educational purpose of following a course in Travel and Tourism. Some of these aims are reflected in the assessment objectives, others are not because they cannot be translated readily into measurable objectives. All, however, are considered essential for any Travel and Tourism course and apply to both the AS and Advanced Level qualification.

5.1 Aims The AS and Advanced GCE in Travel and Tourism should encourage candidates to develop broad skills, knowledge and understanding of the travel and tourism industry. They should prepare candidates for further study or training in travel and tourism related occupations. They should encourage candidates to:

a.

b.

c.

d.

develop and sustain an interest in travel and tourism and the issues affecting the development of the industry and its potential effect on employment opportunities

develop an understanding of the scale and importance of the travel and tourism industry and the interdependence of its sectors

appreciate the importance of the customer to the travel and tourism industry

appreciate the importance of host destinations and communities to the travel and tourism industry and the importance of sustainable development

e.

f.

g.

h.

i.

j.

appreciate the positive and negative impacts travel and tourism may have on people, environment and economy

develop practical and technical skills relevant to the travel and tourism industry

appreciate the global and dynamic nature of the travel and tourism industry, how people, environments and issues change, and how the industry responds to these changes

appreciate the impact of information and communication technology (ICT) on the development of the travel and tourism industry and the potential effect on future activities

appreciate the significance of the values and attitudes of key stakeholders in the travel and tourism industry

develop their own values and attitudes in relation to travel and tourism issues


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k.

l.

m.

apply their knowledge and understanding of travel and tourism and use skills of research, evaluation and problem solving in vocational contexts

plan, prioritise and meet deadlines, work independently and within teams

participate in visits to travel and tourism organisations and destinations.

6 Assessment Objectives

6.1 Assessment Objectives Candidates are required to demonstrate the following objectives in a range of vocationally related contexts:

AO1 Demonstration of Knowledge, Understanding and Skills Candidates demonstrate knowledge and understanding of the specified content, and of related skills, in vocationally related contexts. AO2 Application of Knowledge, Understanding and Skills Candidates apply knowledge and understanding of the specified content, and of related skills, in vocationally related contexts. AO3 Research and Analysis Candidates use appropriate research techniques to obtain information to analyse vocationally related issues and problems. AO4 Evaluation Candidates evaluate information to make judgements, draw conclusions and make recommendations about vocationally related issues and problems.

The weightings of assessment objectives at AS and A2 are shown in Sections 7 and 8.


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6.2 Quality of Written Communication

The quality of written communication is assessed in all assessment units where candidates are required to produce extended written material. Candidates will be assessed according to their ability to:

• select and use a form and style of writing appropriate to purpose and complex subject matter

• organise relevant information clearly and coherently, using specialist vocabulary when appropriate

• ensure that text is legible, and that spelling, grammar and punctuation are accurate, so that meaning is clear.

• the assessment of the quality of written communication may be included in any of the 4 Assessment Objectives.

6.3 Knowledge, Understanding and Skills

AS and AS double award specifications should focus on developing an understanding of the characteristics of the travel and tourism industry and its individual sectors and the skills required to operate effectively therein. The acquisition of knowledge and understanding should relate to that required of an employee working at operational level with direct contact with customers.

6.4 Advanced GCE Requirements In addition, Advanced Level and Advanced Level double award specifications should encourage candidates to develop a more critical understanding of the travel and tourism industry, and the connections between different parts of the industry, through sustained use of a range of research techniques, and to apply this understanding in unfamiliar contexts.

Advanced Level and Advanced Level double award specifications should also encourage a holistic view of the travel and tourism industry and an understanding of the interrelationship and interdependencies of its different sectors. In addition, there will be provision for an in-depth study of one or more sectors and its operation. This specification should develop skills to deal with complex situations and problems. The acquisition of knowledge and understanding should relate to that required of an employee working at supervisory level.


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7

Scheme of Assessment Advanced Subsidiary (AS)

The Scheme of Assessment has a unitised structure. The Advanced Subsidiary (AS) single award comprises three assessment units.

The Advanced Subsidiary (AS) double award comprises the three assessment units for the single award together with a further three assessment units.

7.1 Assessment Units for AS Unit 1 33 1/3 % of the total AS marks (Single Award) 16 2/3 % of the total AS marks (Double Award)

Written Paper 90 marks 2 hours

Inside Travel and Tourism The written paper comprises short and extended answer questions. All questions are compulsory.

Unit 2 33 1/3 % of the total AS marks (Single Award) 16 2/3 % of the total AS marks (Double Award)

Portfolio 60 marks

Travel and Tourism – A People Industry The coursework portfolio is assessed by the centre and moderated by AQA.

Unit 3 33 1/3 % of the total AS marks (Single Award) 16 2/3 % of the total AS marks (Double Award)

Portfolio 60 marks

Travel Destinations The coursework portfolio is assessed by the centre and moderated by AQA.

Unit 4 16 2/3 % of the total AS marks (Double Award)

Portfolio 60 marks

Working in Travel and Tourism The coursework portfolio is assessed by the centre and moderated by AQA.


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Marketing in Travel and Tourism The written paper comprises short and extended answer questions with pre-release material. All questions are compulsory.


Portfolio 60 marks optional

Tourism in the UK The coursework portfolio is assessed by the centre and moderated by AQA.



Overseas Destinations Study The coursework portfolio is assessed by the centre and moderated by AQA.


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7.2 Weighting of Assessment Objectives for Advanced Subsidiary Single Award

The approximate relationship between the relative percentage weighting of the Assessment Objectives (AOs) and the overall Scheme of Assessment is shown in the following table.

Assessment Objectives Unit Weightings (%) Overall Weighting of

AOs (%) 1 2 3

Demonstration of Knowledge, Understanding and Skills (AO1)

11.5 8.3 10 29.8

Application of Knowledge, Understanding and Skills (AO2)

9.6 10 6.7 26.3

Research and Analysis (AO3) 5.6 10 10 25.6

Evaluation (AO4) 6.7 5 6.7 18.3

Overall Weighting of Units (%) 33.3 33.3 33.3 100

Because of rounding to one decimal place, the totals of the percentages in the rows and columns may be slightly different from the values printed.

7.3 Weighting of Assessment Objectives for Advanced Subsidiary Double Award


Assessment Objectives Unit Weightings (%) Overall Weighting

of AOs (%) 1 2 3 4 5 6/7


5.7 4.2 5 5 4.4 3.3 27.7


4.8

5

3.3

4.2

4.8

5

27.1

Research and Analysis (AO3) 2.8 5 5 4.2 3.3 5 25.3

Evaluation (AO4) 3.3 2.5 3.3 3.3 4.1 3.3 19.9

Overall Weighting of Units (%) 16.7 16.7 16.7 16.7 16.7 16.7 100



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8

Scheme of Assessment Advanced Level (AS+A2)

The Scheme of Assessment has a unitised structure. The Advanced

Level single award comprises three assessment units from the AS Scheme of Assessment and three assessment units from the A2 Scheme of Assessment.

The Advanced Level double award comprises six assessment units from the AS Scheme of Assessment and six from the A2 Scheme of Assessment.

8.1 AS Assessment Units Unit 1 16 2/3 % of the total A Level marks (Single Award) 8 1/3 % of the total A Level marks (Double Award)


Unit 2 16 2/3 % of the total A Level marks (Single Award) 8 1/3 % of the total A Level marks (Double Award)

Portfolio 60 marks


Portfolio 60 marks

Unit 4 8 1/3 % of the total A Level marks (Double Award)

Portfolio 60 marks








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8.2 A2 Assessment Units Unit 8 16 2/3 % of the total A Level marks (Single Award) 8 1/3 % of the total A Level marks (Double Award)

Portfolio 60 marks

Travel and Tourism Project The coursework portfolio is assessed by the centre and moderated by AQA.



Travel and Tourism – People and Quality The written paper comprises an externally assessed assignment to be completed within 6 hours under controlled conditions. All tasks are compulsory.


Portfolio 60 marks

Current Issues in Travel and Tourism The coursework portfolio is assessed by the centre and moderated by AQA.



Impacts of Tourism The written paper comprises short and extended answer questions with pre-release material. All questions are compulsory.


Portfolio 60 marks

Business Operations in Travel and Tourism The coursework portfolio is assessed by the centre and moderated by AQA.


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Management in Travel and Tourism The coursework portfolio is assessed by the centre and moderated by AQA.



Special Interest/Activity Holidays The coursework portfolio is assessed by the centre and moderated by AQA.

8.3 Synoptic Assessment and Stretch and Challenge

The Advanced Subsidiary and Advanced Level Criteria state that Advanced Level specifications must include synoptic assessment, which is the ability to draw together the knowledge, understanding and skills acquired by candidates throughout the course. The nature of the course of study for this specification and the focus on the application of knowledge, understanding and skills to the identified vocationally related issues means that candidates have the opportunity to meet this demand in both internally and externally assessed units in the A2 course of study and assessment.

The criteria for assessment in unit 8 and unit 10 explicitly require candidates to draw on their understanding of the connections between different aspects of travel and tourism which they studied in the AS single award units.

Similarly, unit 11 explicitly requires candidates to draw on their understanding of the connections between different aspects of travel and tourism which they studied in the AS single and double award units.

The units are, therefore, explicitly synoptic in nature.

The About this Unit section provides links with the other units that each unit may build on or be linked with.

Assessments at A2 will stretch and challenge the most able candidates. This includes the use of a variety of higher level command words in question papers, such as “analyse, evaluate, discuss, compare”, and extended writing in the portfolio units.


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8.4 Weighting of Assessment Objectives for Advanced Level Single Award


Advanced Level Assessment units

(AS+A2)

Assessment Objectives

Unit Weightings (%) Overall Weighting of AOs (%) 1 2 3 8 9 10


5.7 4.2 5 2.5 3.1 3.3 23.9


4.8 5 3.3 5 3.5 3.3 25

Research and Analysis (AO3) 2.8 5 5 4.2 4.6 5 26.7

Evaluation (AO4) 3.3 2.5 3.3 5 5.2 5 24.4

Overall Weighting of Units (%) 16.7 16.7 16.7 16.7 16.7 16.7 100


8.5 Weighting of Assessment Objectives for Advanced Level Double award


Advanced Level Assessment units

(AS+A2)

Assessment Objectives

Unit Weightings (%) Overall Weighting of AOs (%) 1 2 3 4 5 6/7 8 9 10 11 12 13/14


2.9

2.1

2.5

2.5

2.2

1.7

1.3

1.6

1.7

2.1

1.7

1.7

23.8


2.4

2.5

1.7

2.1

2.4

2.5

2.5

1.8

1.7

2.1

2.1

2.1

25.8

Research and Analysis (AO3) 1.4 2.5 2.5 2.1 1.7 2.5 2.1 2.4 2.5 1.7 2.1 2.1 25.5

Evaluation (AO4) 1.7 1.3 1.7 1.7 2.0 1.7 2.5 2.6 2.5 2.4 2.5 2.5 25

Overall Weighting of Units (%) 8.3 8.3 8.3 8.3 8.3 8.3 8.3 8.3 8.3 8.3 8.3 8.3 100



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Subject Content

9

Summary of Subject Content

9.1 AS Units UNIT 1 – Inside Travel and Tourism*

• Defining travel and tourism

• The nature of travel and tourism

• The development of the travel and tourism industry

• The roles of the different sectors of the travel and tourism industry

• The relationships between sectors and their interdependency

UNIT 2 – Travel and Tourism – A People Industry

• The principles of customer service

• The needs of internal and external customers

• The significance of induction and training

• The significance of product knowledge

• The importance of customer service skills

• Dealing with different customer types

• The technical skills that contribute to operating effectively in travel and tourism organisations

UNIT 3 – Travel Destinations

• The range of tourist destinations

• Research skills

• Tourist generating and receiving areas

• Tourist appeal

• Different types of transport


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UNIT 4 – Working in Travel and Tourism

• The range and nature of employment opportunities

• Duties

• Training

• Communication skills

• Professional skills

• Personal qualities

• Feedback

• Personal development

UNIT 5 – Marketing in Travel and Tourism*

• The key stages of the marketing process

• Marketing objectives

• Market research and market segmentation

• Analysing the internal and external business environment

• Developing a marketing mix

UNIT 6 – Tourism in the UK

• Factors affecting the popularity of tourism in the UK

• Statistics on tourism

• Tourism in a local tourist board region

UNIT 7 – Overseas Destinations Study

• Destination profile

• Costs and options for travel

• Destination popularity

• Recommendations for tour operators

9.2 A2 Units UNIT 8 – Travel and Tourism Project

• Business plans

• Teamwork


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UNIT 9 – Travel and Tourism – People and Quality*

• Customer service standards

• Complaints and serious situations

• Health and safety and the law

• Consumer protection

• Security in travel and tourism

• Management and motivation of teams

UNIT 10 – Current Issues in Travel and Tourism

• Technological change, including the impact of ICT

• Socio-economic change

• Changes in consumer demand

• Product developments

• Political changes and security issues

• Environmental changes

• Values, attitudes, responses and actions of stakeholders

• Future impacts

UNIT 11 – Impacts of Tourism*

• Environmental impacts

• Economic impacts

• Socio-cultural impacts

• Impacts on tourism planning

UNIT 12 – Business Operations in Travel and Tourism

• Key area 1: Technical skills

• Key area 2: Target setting and selling skills

• Key area 3: Administrative systems

• Key area 4: Budgets

• Key area 5: Electronic transactions


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UNIT 13 – Management in Travel and Tourism

• Organisation structure

• The roles and responsibilities of managers

• Managing the customer interface

• The external environment

UNIT 14 – Special Interest/Activity Holidays

• The range of special interest and activity holidays

• Tour operators in the market

• Health and safety of clients

• Tourism flows

• Changes over approximately the last ten years and predicted future trends

• * Units marked with an asterisk will be externally assessed. All other units will be internally assessed through portfolio evidence.

Unit 1 – Inside Travel and Tourism

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10

AS Unit 1 Inside Travel and Tourism

10.1 About this Unit This unit will provide you with an introduction to travel and tourism. You will discover that it is a complex and dynamic industry composed of a large number of diverse organisations and learn of their inter-relationships and interdependency. You will investigate the development of travel and tourism and the roles of the different sectors of the travel and tourism industry.

This unit supports the more detailed study of the travel and tourism industry that will be carried out in other units of the GCE, and provides an overview of the nature and growth of the UK travel and tourism industry.

10.2 How you will be assessed You need to complete the external assessment requirements for this unit. This consists of a 2 hour written paper which comprises short and extended answer questions.

Case studies of at least two destinations in the UK and overseas should be studied.

10.3 You need to know, understand and be able to demonstrate

Defining travel and tourism

Travel and tourism covers the whole phenomenon of people travelling away from home, whether for business or for leisure, and the organisations that support this activity. You need to know the main types of tourism:

• domestic (UK residents taking trips or holidays in the UK)

• inbound (overseas tourists visiting the UK)

• outbound (UK residents taking holidays outside the UK).

You should be able to explain these terms, give examples and interpret statistical information on types of tourism.

You need to explain the three main reasons why people travel (as listed below) and describe the activities visitors may participate in and the services they may require. You should also be able to suggest destinations that would be suitable for people travelling for:

• leisure purposes

• business purposes

• visiting friends and relatives.

You need to examine tourism data on visitor arrivals and purpose of visit and be able to interpret statistical information.


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The nature of travel and tourism

The travel and tourism industry is continually developing to meet changing consumer needs, tastes and fashions. The characteristics of today’s industry reflect its dynamic nature and the uniqueness of the products and services available.

You need to recognise what constitutes a travel and/or tourism product and service, e.g. city break, cruise itinerary, excursion, conference venue, services supplied by resort representatives and services at passenger terminals. You should be able to describe and explain their characteristics as given in the bullet points below and to apply your knowledge in a vocationally related context.

• Travel and tourism products and services are intangible, perishable and non-standardised.

You should investigate examples of products and services to examine these characteristics and consider how they may influence the way in which the products and services are sold.

• The industry is composed of a large number of small to medium sized enterprises whose roles are inter-related. You should investigate a popular tourist destination, or even your local area, and research all the enterprises, individuals and organisations that provide tourist products and services. You will need to explain how their roles are inter-related.

• The industry is dominated by commercial organisations.

You need to describe the role of private organisations in the provision of tourism facilities and services. You will need to explain why the travel and tourism industry is predominantly composed of these organisations.

• The industry is supported and influenced by public and voluntary organisations.

You need to describe the roles of public and voluntary organisations and explain their involvement in supporting and influencing the industry – from planning control regulations and promotion to campaigning and advising.


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• The industry is vulnerable to internal and external pressures.

You need to describe internal and external pressures and explain how and why the travel and tourism industry is vulnerable to them. Internal pressures include increasing awareness of health and safety issues which result in travel and tourism organisations needing to devote substantial resources to the management of health and safety. External pressures include unforeseen and uncontrollable events and include natural disasters, outbreak of war and terrorist activity. You should also understand how recent pressures have influenced the travel and tourism industry.

You should use case studies to learn how events such as 9/11 (the September 11th attack in New York), foot and mouth, and the threat of terrorism have affected the travel and tourism industry globally and in the UK. You could also consider other external influences such as the state of the UK and international economy (growth and recession) and climatic influences.

• Travel and tourism activities impact on destinations and host communities.

You need to explain how tourism affects destinations and the people living in them (host communities). You should describe the three main areas of impact (economic, socio-cultural and environmental) and explain how impacts can be positive and negative. You need to understand the terms responsible tourism (meaning both accountable and sensible), sustainable tourism (capable of being maintained and lasting over time) and eco-tourism (conserving the natural environment).

You need to give examples of impacts and be able to apply your knowledge to specific examples.


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The development of the travel and tourism industry

To understand today’s travel and tourism industry, you need to describe the main historical developments and the factors that have led to the growth of the industry into its current characteristics. You need to be aware that the industry is dynamic, ever-changing and still developing. You should know how recent developments continue to affect the industry and its characteristics.

• The emergence of mass tourism, rather than tourism for the wealthy elite only.

You need to explain how changing socio-economic influences (e.g. Holidays with Pay Act, increased leisure time, higher disposable income, car ownership) enabled the working classes to take part in tourist activities.

• Technological developments relating to infrastructure and transport, and ease of access to improved information systems.

You need to explain the impact of technological developments on tourism destinations. You need also to explore the range of these developments from the introduction of the railways and steamships, to the development of jet aircraft and the impact of computerised reservations and ticketing systems.

• Product development and innovation.

You need to explain how travel and tourism products have changed and learn about the major developments such as Butlins and the changing face of holiday camps; Thomas Cook’s innovations; the introduction of package holidays; growth of budget airlines and developments in the cruise sector.

You need to describe how improvements to information and communications technology have led to the development of new products and services within travel and tourism. You should be able to explain the impact of the growth of internet travel companies such as lastminute.com and ebookers to research holidays and make bookings.

• Changing consumer needs, expectations and fashions.

Consumers have a significant influence on the travel and tourism industry. You need to suggest and describe changes in consumer needs, expectations and fashions, and show how these demands have influenced the travel and tourism industry.


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You need to explain, for instance, how and why Mediterranean resorts became centres for mass tourism in the 1960s and why, in the 1990s, more exotic destinations began to appeal to the mass market. You should explain how consumer needs have also influenced the growth of the short break market, long-haul market, activity and adventure holidays, self-drive, fly-drive and the rise of self-packaging.

The roles of the different sectors of the travel and tourism industry

The travel and tourism industry consists of a large number of organisations, ranging from individuals to multi-national companies but these organisations can be grouped into different sectors. You need to learn about the roles of these sectors as outlined below. You need to recognise the differences between the sectors, and describe the types of organisations within them, and their roles, and give named examples.

• Transport providers

These are the travel principals that provide a range of travel options to independent tourists, package holidaymakers and business travellers. They may provide transport options within the tourist’s country of residence or to an overseas destination.

• Accommodation providers

The role of the principals in the accommodation sector is to provide a range of accommodation to tourists and business travellers within the country of residence or overseas.

• Tour operators

The role of tour operators is mainly to act as the ‘wholesalers’ in the retail distribution chain. They combine the key elements, such as transport and accommodation, to create package holidays. In recent years, tour operators have expanded their operations and diversified into new markets alongside the traditional summer sun package for the mass market.

You should identify and describe the different types of tour operator: outbound, inbound, domestic, mass market and niche, and explain the key differences between them.


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• Travel agents

The travel agent’s role is that of the ‘retailer’. Traditionally travel agents sell holidays on behalf of tour operators as well as selling other products and services supplied by principals, such as airline tickets and hotel bookings.

You should identify and describe the different types of travel agent (independents, multiples) and explain key differences between them. You need to explain how improvements in information and communications technology have impacted upon their activities and consider the future of traditional high street travel agents.

• Visitor attractions

Visitor attractions provide recreation, leisure, entertainment and interpretation facilities for visitors. Visitor attractions vary in their nature and appeal. They may be provided and managed by public, private or voluntary organisations. They can be categorised into natural attractions such as Country Parks; purpose-built attractions such as theme parks; historic and cultural attractions such as Stonehenge; events such as major sporting competitions like the World Cups.

• Support services

The role of support services depends upon the nature of the service. Support services could, for instance, include ancillary services offered as optional extras to package holidays. These enhance the holiday experience for the holidaymaker while offering alternative sources of revenue for the organisation. Also included are public bodies such as tourist boards and tourist information services.

The relationships between sectors, and their interdependency

You need to understand the areas of overlap and the nature of the relationships between sectors within the travel and tourism industry (e.g. the provision of products and services and the roles of the sectors). Many organisations depend directly upon the activities and success of others.

To illustrate the relationships and interdependency between sectors you could research vertically integrated travel companies.

Unit 2 – Travel and Tourism - A People Industry

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11

AS Unit 2 Travel and Tourism – A People

Industry

11.1 About this Unit Within the travel and tourism industry there are a number of organisations providing similar products and services, and it is often the quality of customer service that distinguishes one from another. Travel and tourism organisations have a positive attitude to the level of customer service they provide and many employees place a high value on the service they provide. Customers expect high standards of service, and all staff employed by an organisation need to be aware of the part they play in giving customers what they need.

In this unit you will find out why customer service is so important to travel and tourism organisations and gain an understanding of how training and induction are important in preparing staff to provide customer service. High levels of customer service can be provided only by members of staff who have a good level of product knowledge, and you will learn why this is important.

Different types of customer also have different needs, and you will learn how customer service and technical skills can be applied to situations in which customers have a variety of needs. Through practising customer service skills in role plays and/or by working in travel and tourism organisations, you will develop your own values and attitudes towards the delivery of customer service.

11.2 How you will be assessed You need to produce a portfolio based on an investigation into aspects of customer service in a chosen travel and tourism organisation.

Your portfolio should include:

A. a review of induction procedures and training provided by the organisation to ensure that their staff are aware of the principles of customer service

B. a record of customer service role-plays, demonstrating the skills required to meet the needs of different types of customer of your chosen travel and tourism organisation

C. an investigation into and analysis of the product knowledge required by employees of the organisation

D. an evaluation of the range of interpersonal and technical skills required to deliver customer service.


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The principles of customer service

You need to understand that customer service will be delivered in a variety of circumstances and involve different forms of communication between employees and different types of customer.

You need to understand why:

• travel and tourism organisations recognise that their continued success will depend on the way in which their customers are treated

• poor service will result in customers being less likely to return to the organisation

• the selling of the products and services provided by the organisation is part of the provision of customer service

• high standards of customer service will often lead to increased sales and increased numbers of visitors, and for commercial organisations, this will result in increased profitability

• high standards of customer service will lead to a better public image and perhaps provide the organisation with an edge over its competition

• high standards of customer service will mean satisfied customers will return, resulting in high levels of customer loyalty and repeat business for the organisation

• travel and tourism organisations often place significant emphasis on high standards of dress and personal hygiene for staff who will be expected to be in regular contact with customers

• many organisations require their employees to wear a uniform and will have dress codes relating to jewellery and personal appearance

• the attitude and behaviour of the person providing the service is a vital factor in customer service

• the best customer service is provided by employees who can recognise the needs of individual customers and meet these needs accordingly

• many travel and tourism organisations place a high value on the level of customer service they provide.

Customer service involves much more than the face-to-face contact with customers, and includes dealing with customers on the telephone, in writing or through electronic communications. Customer service also includes signage, visitor information and the provision of facilities for customers with different needs.


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Excellent customer service is difficult to define and it is easier to identify examples of poor customer service than it is to ensure that customer service of a high standard is consistently provided by the organisation.

The needs of internal and external customers

You need to understand that external customers pay for the products and services provided by the organisation and expect good value from these products, whether they are a holiday or a visit to an attraction.

You need to understand that:

• different types of customer will have different needs and will expect to have their particular needs recognised and dealt with

• customers can be individuals or groups. They could be members of the public or other organisations within the travel and tourism industry, for example coach operators would be seen as customers of a theme park

• customers may be of different ages or from different cultural groups. They may have specific needs, for example those needing wheelchair access, those with sensory disabilities and people with young children.

It is vital that travel and tourism organisations anticipate the needs of their customers and provide for these needs.

You need to understand that internal customers are the employees of the organisation who will work in different sections or departments. These sections or departments must work together successfully in order for the organisation to be able to deliver high quality service. Internal customers may also include other travel and tourism organisations, such as catering franchises operating within a theme park.


• good levels of communication between different departments are required to ensure that the organisation operates smoothly to meet the needs of its external customers

• a happy and efficient workforce who provide good service to each other are more likely to provide good service to external customers

• in many travel and tourism organisations, employees work in teams and members of these teams must work together to deliver high quality customer service.


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The significance of induction and training

You need to understand why employees need to undergo some form of induction programme to help them become familiar with their duties and responsibilities to enable them to deliver effective customer service. You will learn why it is important that staff understand health and safety procedures, for their own and their customers’ benefit, and that they receive full training on any equipment they may be required to operate. For example, hotel receptionists will be unlikely to deliver good quality customer service if they are unfamiliar with the computer reservation system used by the hotel.


• many travel and tourism organisations provide their employees with some form of manual or handbook containing information about the organisation, as well as details of health and safety procedures

• staff duties and responsibilities, guidelines for dealing with customers, and complaints procedures are included in these handbooks

• many organisations, such as theme parks and other attractions, employ seasonal and part-time staff

• it is important to ensure that all new employees are fully aware of their responsibilities towards customers, especially when a large number of new employees are commencing their employment at the same time

• many employees are provided with on-going training to improve their skills in delivering customer service, and many organisations provide a range of training opportunities for their staff

• training will help with employees’ personal development and enable them to take on additional responsibilities.


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The significance of product knowledge

There are many situations in which the level of product knowledge that an employee has will determine the level of service that the individual is able to provide.


• customers are likely to ask a range of questions relating to the products and services provided by an organisation, and they will expect a member of staff to be able to provide answers to these questions

• customers often require information about the prices of different products, opening times and the location of different facilities.

You need to understand that if a customer is buying an expensive product, such as a holiday, it is reasonable for the customer to expect the person selling that product to be able to provide detailed information relating to the destination, accommodation and travel arrangements.

The importance of customer service skills

Providing excellent customer service requires demonstrating a range of interpersonal skills.


• when employees are dealing with customers face-to-face, appropriate language should be used, along with positive body language

• employees should listen carefully to customers at all times and ensure they understand what the customer is asking for

• a suitable manner is required when dealing with customers over the telephone

• customer service may often involve the selling of a product. Successful selling involves establishing the needs of the customer, developing a rapport with the customer, presenting the products and services available, and closing the sale

• to sell successfully, an employee needs self-confidence and an ability to persuade customers that the product is of value to them

• employees have to be tactful and diplomatic in cases where the customer is not in the right. Some customer service situations will need sensitivity or clear, decisive action

• in all situations, employees should remain calm, in control, deal with any situation to the best of their ability, and know when they need to ask colleagues for assistance.


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Dealing with different types of customer

You need to understand that customers can be classified in a number of ways.


• customers are seen as individuals or groups, such as family groups or education groups

• it is also possible to classify customers according to the attitude they show towards employees. Some customers are more difficult to please than others, some may be awkward and some may complain more readily

• it is important to take into account the special needs or disabilities of customers. The nature of the disability will have a significant impact on the way in which the organisation can meet the needs. Some disabilities are more severe than others and certain types of disability can be catered for by specialist equipment or facilities.

The technical skills that contribute to operating effectively in travel and tourism organisations

You should understand why travel and tourism organisations require employees to be multi-skilled, and that many jobs involve technical skills. These skills contribute to overall operational efficiency as well as maintaining customer satisfaction.

A technical skill is one in which an employee would need specialist training in or experience of using. This could be a piece of equipment, a computer system or the correct application of an organisation’s procedures.


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You need to learn about the technical skills needed within travel and tourism organisations. You need to explain why these skills are essential and how they contribute to operational efficiency:

• the ability to use technology such as word processing, operating Viewdata and reservations systems

• the ability to follow instructions and company procedures such as complaints procedures, handling enquiries, processing payments, recording and obtaining information

• the use of point of sale equipment and methods of payment – cash, cheque, debit/credit cards

• telephone techniques

• skills for accurately calculating discounts and currency conversions using calculators or mathematical systems on computers – foreign exchange transactions

• communication skills involved in sales, dealing with customers face-to-face, and letter writing skills – customers’ written requests will need to be answered clearly.


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11.4 Assessment Criteria Unit 2 – Travel and Tourism – A People Industry

You need to produce a portfolio based on an investigation into aspects of customer service in a chosen


A. a review of induction procedures and training provided by the organisation to ensure that their staff

B. a record of customer service role-plays, demonstrating the skills required to meet the needs of

C. an investigation into and analysis of the product knowledge required by employees of the organisation

D. an evaluation of the range of interpersonal and technical skills required to deliver customer service.

Mark Band 1 Mark Band 2

AO1 A basic review of the induction procedures and training provided by the organisation in which candidates demonstrate limited knowledge and understanding of the principles of customer service.

(1-4 marks)

A clear review of the induction procedures and training provided, showing how some of these can improve the quality of service provided by the organisation. Candidates demonstrate some relevant knowledge and understanding of the principles of customer service.

(5-8 marks)

AO2 Candidates demonstrate basic customer service skills in role-play situations. There may be omissions in response to customer needs.

(1-4 marks)

Candidates demonstrate a range of customer service skills related to the organisation in role-play situations. Responses to customer needs are clear and adequate to the situations.

(5-9 marks)

AO3 Candidates use limited research techniques to produce a basic outline of the importance of product knowledge in providing customer service. Basic analysis may be present. Ideas are communicated in a way that is adequate to convey meaning with no more than limited use of specialist vocabulary. There are noticeable errors in accepted conventions of written communication.

(1-4 marks)

A clear outline of the level of product knowledge required by employees in the chosen organisation. Candidates use some appropriate research techniques and some analysis is present. Ideas are communicated with some structure evident with some use of appropriate specialist vocabulary. There are some errors in accepted conventions of written communication

(5-9 marks)

AO4 A basic attempt at evaluation of a limited range of the interpersonal and technical skills required to deliver customer service. The evaluation may be poorly structured and lack a clear conclusion. Form and style of writing convey meaning adequately

(1-3 marks)

Some evaluation of the interpersonal and technical skills required to deliver customer service in the chosen organisation (though lacking in detail). The structure of the evaluation is clear and candidates draw some conclusions though these may be rather superficial. Form and style of writing convey meaning with some structure.

(4-5 marks)

In each Assessment Objective 0 marks = no work worthy of the award of a mark


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travel and tourism organisation.

are aware of the principles of customer service (AO1)

different types of customer of your chosen travel and tourism organisation (AO2)

(AO3)

(AO4)


A detailed review of the induction procedures and training provided, showing how these improve the quality of service provided by the organisation and how the organisation benefits as a result, in which detailed understanding of the principles of customer service is demonstrated.

(9-12 marks)

A well developed review of the appropriateness of the induction and training procedures, indicating how they benefit customers and the organisation. Developed understanding is shown concerning the principles of customer service.

(13-15 marks)

In role-play situations, candidates demonstrate a range of customer service skills meeting the needs of different customer groups within the organisation. Responses to different customer needs are detailed, effective and appropriate.

(10-14 marks)

In role-play situations, candidates demonstrate a wide range of skills relating to the needs of different customer groups, showing thorough product knowledge. Candidates’ responses are well developed, successfully meeting the needs of different customer types in a range of situations, some of which are unfamiliar.

(15-18 marks)

A detailed explanation of how the product knowledge of employees helps to provide good customer service within the organisation. Candidates use appropriate research techniques and analysis to reach conclusions. Ideas are communicated using a logical structure with good use of specialist vocabulary where appropriate. There are occasional errors in accepted conventions of written communication.

(10-14 marks)

Candidates use a range of appropriate research techniques independently to analyse, and reach valid conclusions on, how induction and training procedures provide employees with the product knowledge to enable them to provide the customer service. Ideas are communicated clearly in a coherent structure with consistently good use of specialist vocabulary. There are few errors in accepted conventions of written communication

(15-18 marks)

A detailed evaluation of the main interpersonal and technical skills required to deliver customer service within the organisation. Candidates evaluate the appropriateness of some of their evidence. The evaluation is coherent and candidates draw appropriate conclusions. Form and style of writing are in the main appropriate to purpose and subject matter.

(6-7 marks)

Candidates evaluate a wide range of interpersonal and technical skills required to deliver customer service within the organisation. All evidence is evaluated for appropriateness. The evaluation is well-structured and provides valid and relevant conclusions. Form and style of writing are fully appropriate to purpose and complex subject matter.

(8-9 marks)

Travel and Tourism - Advanced Subsidiary and Advanced Level, 2012 examination

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12

AS Unit 3 Travel Destinations

12.1 About this Unit For this unit you need to acquire a core knowledge of locational geography and be able to identify major tourist generating and receiving areas in Europe and North America (as defined in Appendix C). You will learn about the significance of physical and human geography characteristics that affect tourism and that each destination has key features that appeal to different types of tourist. You will also consider the advantages and disadvantages of different types of travel for different types of customers. You will also be required to acquire research skills to be able to extend and update your knowledge of tourist destinations. You will be required to demonstrate your knowledge of tourist destinations and research skills by researching two destinations and assessing their suitability for different types of customers.

Through researching, practising and presenting welcome meetings and making recommendations to different customer types, you will gain insight into vocationally related situations.

12.2 How you will be assessed You need to produce a portfolio of travel information for different types of customers travelling from the United Kingdom to two contrasting destinations: one in Europe and one in North America.


A. information about the location of each destination, its landscape and climate

B. the script for a welcome meeting at each destination, linking the tourist facilities and major attractions to different customer types

C. research into and analysis of the choice of methods of travel to each destination and travel while at the destinations, including appropriate maps

D. recommendations to potential customers based on an evaluation of the appeal of each destination, and an evaluation of its likely future popularity.


The range of tourist destinations

Many people working in the travel and tourism industry need to know where major tourist destinations are and the main features of these destinations. They also need to have some knowledge of the transport routes and travel times to these destinations.

Unit 3 – Travel Destinations

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You need to know:

• the location of continents and oceans

• the location of major tourist destinations (for example, the Algarve, the Spanish Costas, Florida, the Grand Canyon)

• the location of major cities

• about the climate of major destinations and why this affects their appeal

• the natural and built attractions of major destinations

• the tourist facilities at the destinations (accommodation, food, drink, entertainment and events)

• travel times to different destinations, including the significance of time zones

• about the main travel routes and gateways to major destinations.

You need to understand why this knowledge will be important to the travel and tourism industry in a number of ways, including:

• advising clients about their travel plans

• developing new tourism products

• working with other travel and tourism organisations.

Research skills People working in the tourism industry cannot be expected to have detailed knowledge about every destination, but are expected to be able to use research skills to obtain information for their work or to provide accurate and up-to-date information. For example, it would be reasonable to be expected to know that the Empire State Building is in New York but information relating to opening times and prices would need to be researched.

Researching involves: • being clear about what you are trying to find out

• knowing how to search for information

• deciding what might be useful

• collecting and presenting relevant information

• drawing conclusions about your findings

• acknowledging your sources.


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You need to use your research skills to build up your knowledge and understanding of travel destinations. Those already working in the travel and tourism industry will expect you to know how to carry out research using a variety of sources, including:

• primary sources (for example, people working in travel and tourism, customers)

• secondary sources (for example, gazetteers, the internet, brochures, maps, guidebooks, newspapers and trade journals).

Tourist generating and receiving areas For Europe and North America, you need to understand why people visit principal destinations as inbound tourists, and the reasons why people travel from the continent and the destinations they visit as outbound tourists. Also, you will need to understand why people travel within Europe and North America.

Tourist appeal You need to understand why the following factors are significant in creating appeal to different types of tourist:

• climate (temperature and sunshine hours, the amount of snow for winter sports)

• topography (mountains for activities such as mountain biking or walking, lakes for water sports, coastline with attractive beaches)

• natural attractions (waterfalls, cliffs, forests)

• built attractions (stately homes, ancient monuments, theme parks)

• events (carnivals, music festivals)

• food, drink and entertainment (cafes, restaurants, bars, nightclubs)

• accommodation available (self-catering, hotels, B&B)

• accessibility and types of transport – the ease of getting to the destination and the ease of travelling within the destination (airports, car hire, public transport).

You will also need to understand about the impact of these factors on the future popularity and appeal of tourist destinations:

• advances in technology

• major events

• security

• exchange rates

• promotional activity

• fashion.


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Different types of transport You need to understand why transport is essential in the development of tourism. Many tourists may have choices to make relating to transport. For many destinations, tourists can choose to fly, to travel by rail or by road. Tourists may be able to choose between different departure airports if they are flying. They can also choose between different airlines. For example, many destinations in Europe are accessible by both traditional airlines and ‘low cost’ airlines.

Tourists can also choose to travel by Eurostar and other high-speed rail networks. Alternatively, people can choose to drive to their destination using ferries or the Channel Tunnel and the autoroute system.

You need to know about the following methods by which tourists may choose to travel:

• road (by car or coach, motorways, auto routes with tolls)

• rail (inter-city, scenic railways, underground systems, urban railway systems, Channel Tunnel)

• air (scheduled, budget, charter flights; airports and transfers)

• sea (ferry routes, cruises).

There will be many factors affecting the tourist’s choice of travel method. You need to know why tourists choose the methods by which they travel. These include:

• cost, plus en-route costs

• convenience for the nature of the group travelling

• distance to be travelled, including journeys to airports

• amount of time available for the journey, including check-in times at airports

• the purpose and duration of the visit

• comfort, convenience and facilities offered.

You need to understand why for many journeys tourists will use a variety of types of transport to get from their home to their final destination.

You also need to understand the choices tourists have of the transport available in the destination they are visiting.


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12.4 Assessment Criteria Unit 3 - Travel Destinations

You need to produce a portfolio of travel information for different types of customers travelling from the


A. information about the location of each destination, its landscape and climate (AO1)

B. the script for a welcome meeting at each destination, linking the tourist facilities and major

C. research into and analysis of the choice of methods of travel to each destination and travel while at the

D. recommendations to potential customers based on an evaluation of the appeal of each destination,


AO1 Basic information about the location of the destinations together with information about the destinations relating to climate and landscape. Candidates demonstrate general knowledge and understanding of the destinations.

(1-4 marks)

Clear descriptions of the locations of the destinations, climatic information, descriptions of the major landscape features (some of the key information may be lacking). Candidates demonstrate mostly relevant knowledge and understanding.

(5-9 marks)

AO2 Candidates apply basic knowledge and understanding to show how tourist facilities and major attractions at the destinations appeal to tourists. There may be significant omissions in the welcome meetings.

(1-3 marks)

Candidates apply clear knowledge and understanding to show how tourist facilities and major attractions at the destinations appeal to some different types of tourist. The welcome meetings begin to link a facility with customer types.

(4-6 marks)

AO3 Candidates use limited research techniques to provide basic analysis of methods of travel to the destinations (including travel within the UK) and within the destinations. There may be significant omissions. Ideas are communicated in a way that is adequate to convey meaning with no more than limited use of specialist vocabulary. There are noticeable errors in accepted conventions of written communication.

(1-4 marks)

Candidates use some appropriate research techniques to provide some analysis of methods of travel to the destinations (including travel within the UK) and within the destinations. Ideas are communicated with some structure evident with some use of appropriate specialist vocabulary. There are some errors in accepted conventions of written communication.

(5-9 marks)

AO4 Basic recommendations to a few potential customers based on a limited attempt at evaluation of each destination’s appeal. The evaluation of each destination’s likely future popularity may be limited or unrealistic. Form and style of writing convey meaning adequately.

(1-3 marks)

Some sensible recommendations to a few potential customers based on a clear evaluation of each destination’s appeal. Some evaluation of the likely future popularity of each destination, though the evaluation lacks detail and may be rather superficial. Form and style of writing convey meaning with some structure.

(4-6 marks)



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United Kingdom to two contrasting destinations: one in Europe and one in North America.

attractions to different customer types (AO2)

destinations, including appropriate maps (AO3)

and an evaluation of its likely future popularity. (AO4)


Candidates provide key climatic information and describe the major landscape features to provide detailed descriptions of the destinations. Candidates demonstrate relevant knowledge and understanding.

(10-14 marks)

Candidates produce developed, well-organised descriptions of the destinations, providing relevant climatic data and information about major landscape features. Candidates demonstrate well developed and relevant knowledge and understanding.

(15-18 marks)

Candidates apply detailed knowledge and understanding to show how tourist facilities and major attractions appeal to a range of tourist types. Facilities are linked with customer types in the welcome meetings.

(7-9 marks)

Candidates apply well developed knowledge and understanding to show how tourist facilities and major attractions appeal to a wide range of tourist types. These types are appropriately linked with the facilities and attractions on offer in the welcome meetings.

(10-12 marks)

Candidates use a range of appropriate research techniques to provide detailed analysis about the choices of methods of travel to the destinations (including travel within the UK) and within the destinations. Some different types of customers are considered. Ideas are communicated using a logical structure with good use of specialist vocabulary where appropriate. There are occasional errors in accepted conventions of written communication.

(10-14 marks)

Working independently, candidates use a range of appropriate research techniques to analyse the reasons affecting the choices different types of customers make regarding travel to the destinations (including travel within the UK) and within the destinations. Ideas are communicated clearly in a coherent structure with consistently good use of specialist vocabulary. There are few errors in accepted conventions of written communication.

(15-18 marks)

Sensible recommendations to a range of potential customers based on a detailed evaluation of each destination’s appeal. Appropriate evaluation, making some predictions of each destination’s likely future popularity. Form and style of writing are in the main appropriate to purpose and subject matter.

(7-9 marks)

Working independently, candidates make appropriate recommendations to a wide range of potential customers based on detailed evaluation of each destination’s appeal. In-depth evaluation, making appropriate and valid predictions of each destination’s likely future popularity. Form and style of writing are fully appropriate to purpose and complex subject matter.

(10-12 marks)


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13

AS Unit 4 Working in Travel and Tourism 13.1 About this Unit This unit aims to provide you with an understanding of the

employment opportunities available in the travel and tourism industry, the reality of working in travel and tourism, and the personal and professional qualities needed in order to gain career success.

This unit builds on the work completed in Unit 2: Travel and Tourism – A People Industry.

You will have to research the work involved in one job: any position with a demonstrably firm link to the travel and tourism industry will be valid. This includes public sector jobs in areas such as planning or infrastructure development with an impact on tourism.

You may carry out your job research through a combination of work shadowing, observation or work experience. Desk research should be used to supplement primary research. The intention is that primary research should establish what the job entails and what the experience is really like.

By considering personal qualities and personal development, you should be able to develop your own values and attitudes.

13.2 How you will be assessed You need to produce a portfolio based on an investigation into one job in the travel and tourism industry.


A. a report on each of the seven key areas: duties, training, communication skills, professional skills, personal qualities, feedback and personal development

B. examples of how each of these skills and qualities interact with other people’s roles to solve problems and deal with complex situations in the travel and tourism industry

C. a detailed analysis of your sources of information, with commentary on both their availability and usefulness

D. an evaluation of your own strengths and weaknesses against the requirements of the job studied.


The range and nature of employment opportunities

Travel and tourism is one of the fastest growing sectors of the UK economy. The wide range of career opportunities covers not only the commercial organisations (tour operators, hotels, theme parks, airlines, etc.) but also the public sector in national government departments and agencies, local government, regulatory bodies, etc.

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There is also a range of levels at which travel and tourism employment can be found. This range extends from ‘front-line’ staff (reception, travel agency consultants, call centre operatives, catering, etc.), through middle management roles (day-to-day supervision of front-line operations, etc.), to senior management, strategic planning and decision-making roles at a high level in both private and public organisations.

You need to understand the inter-related nature of roles within different sectors of the industry and between sectors.

You need to understand the nature of employment within the travel and tourism industry (seasonal, part-time, shift work, unsociable hours, team work, customer focus, training and progression routes).

Duties

You need to research the duties involved in the job you are studying. In order to comment upon how well these duties are carried out, you will need to develop questioning, observation and interviewing skills.

You need to describe the tasks carried out in an average day, looking at:

• their duration

• the number of people involved in carrying them out

• their contribution to the success of the organisation

• the demands which these tasks put upon the staff

• interaction of the staff with other people.

Training An organisation which wants to develop and retain its best staff needs to offer them regular training. You must establish what kind of training is offered to people doing the job which you are studying. This could include:

• the kind of training courses available to people doing the job you have chosen to study

• financing these courses – does the employer always pay or do employees contribute an amount which is refunded if they complete the course successfully?

• are the courses relevant and helpful to employees’ professional development?

• are the qualifications recognised by other employers?

• do the courses help in other ways, e.g. contacts?

You must also explain why training is important for this particular job.


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Communication skills

One of the great strengths of any successful organisation is its ability to communicate with:

• its staff

• its suppliers

• its customers

• anyone else who can influence its operations, e.g. central and local government, the media, consumer associations.

In travel and tourism, it is very important that staff can communicate effectively with customers and colleagues, especially at supervisory and management levels. You must study the forms of communication used in your chosen job and explain their importance, particularly the impact of ICT, on methods of communication. You must outline the methods your chosen jobholder uses and comment upon their effectiveness.

Professional skills

You need to choose a job which can show you how much more is involved in its operation than the job description. Observing how a professional, especially at a supervisory or management level, exercises these skills, is a very good guide to their underlying values and attitudes.

You should observe and report on how your chosen jobholder exercises skills such as:

• working with a diary

• prioritising tasks – i.e. organising time

• the ability to “read between the lines”

• the ability to discriminate between the trivial and the crucial

• knowing which resources to use and when to use them

• report writing.


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Personal qualities

You need to study and identify the characteristics which make travel and tourism professionals succeed at their work. Good practitioners in the travel and tourism industry demonstrate some of the skills listed and you should report on how these skills reflect their underlying values and attitudes.

You should be looking for skills such as:

• patience

• the ability to listen carefully

• questioning skills

• anticipation of customer/colleague/management needs

• professional appearance

• use of language

• negotiation.

Feedback

Professionals in the travel and tourism industry do not treat feedback lightly. Tourism professionals are very aware of the importance of what their customers, colleagues and superiors think about them and will often go to extraordinary lengths in order to meet the required standards. You have to describe the standards which your chosen jobholder is expected to meet and whether these standards are set by the jobholder or by management. The key points are:

• how the standards set compare with the competition and the industry

• methods of evaluation – by numbers, by responses, by profitability

• methods of rewarding targets met

• incentives for setting and reaching new targets.

Personal development

After you have studied how a particular job is actually carried out, you have to contribute to your own personal development by writing an assessment of how you measure up to the standards, skills and qualities which you have seen in action.

You must produce an honest evaluation of your strengths and weaknesses, and you must also assess how and where you would fit into the travel and tourism industry.


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13.4 Assessment Criteria Unit 4 - Working in Travel and Tourism

You need to produce a portfolio based on an investigation into one job in the travel and tourism industry.


A. a report on each of the seven key areas: duties, training, communication skills, professional skills,

B. examples of how each of these skills and qualities interact with other people’s roles to solve problems

C. a detailed analysis of your sources of information, with commentary on both their availability and

D. an evaluation of your own strengths and weaknesses against the requirements of the job studied. (AO4)


AO1 Candidates will produce a basic report which covers each of the subject areas in general and with a few relevant examples. The report draws on a limited number of sources.

(1-4 marks)

Report covers key areas clearly with appropriate examples from the industry. Answers contain some clear information on each of the key areas, drawing on a range of sources.

(5-9 marks)

AO2 Report describes the skills required but does not discuss their application to the industry. Candidates list the skills in a basic descriptive manner in simple situations.

(1-4 marks)

Report has clear descriptions, including observations of workplace practice. Candidates report and comment on examples of how the skills and qualities interact with other people’s roles to solve some problems.

(5-8 marks)

AO3 Evidence of use of basic sources of information. Reproduction of primary sources. Report will be based on a few sources which candidates may have used uncritically. Ideas are communicated in a way that is adequate to convey meaning with no more than limited use of specialist vocabulary. There are noticeable errors in accepted conventions of written communication.

(1-4 marks)

Candidates begin to link own research and experiences to observations of practice. Candidates use a range of sources of information and provide clear evidence of choice in their use. Ideas are communicated with some structure evident with some use of appropriate specialist vocabulary. There are some errors in accepted conventions of written communication.

(5-8 marks)

AO4 Report contains basic comments on the requirements of the job. Candidates will provide some evidence of understanding the need for skills and/or professional development. Some reference to own strengths and weaknesses. Form and style of writing convey meaning adequately.

(1-3 marks)

A clear understanding of the requirements of the job although detail may be lacking. Some appropriate examples. Candidates will list instances of skills being used in one or more context and will begin to explain their own strengths and weaknesses. Candidates will attempt a self assessment with limited evidence to justify conclusions. Form and style of writing convey meaning with some structure.

(4-6 marks)



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personal qualities, feedback and personal development (AO1)

and deal with complex situations in the travel and tourism industry (AO2)

usefulness (AO3)


Report shows evidence of a range of appropriate sources and has detailed information on each of the key areas. Candidates will select suitable and appropriate examples to support their report.

(10-14 marks)

Report contains well developed detail on all key areas and relates desk research to any practical experience with appropriate comparisons. Choice of detail and comments indicate candidates’ appreciation of the unwritten demands of the job, and of the need to respond to unfamiliar situations.

(15-18 marks)

Report has detailed information on application of skills to the industry. Candidates report and reach conclusions on how skills are applied by different staff in real situations and comment on the effectiveness of how they interact with other people’s roles.

(9-12 marks)

Report has well developed information on application of skills to the industry. Candidates mix and match appropriate sources to reach a balanced conclusion on how various skills are used in the industry to solve problems effectively.

(13-15 marks)

Report uses detailed sources and begins to comment on usefulness. Candidates have used a range of valid and current sources and comment on matters such as availability, currency, reliability etc. Ideas are communicated using a logical structure with good use of specialist vocabulary where appropriate. There are occasional errors in accepted conventions of written communication.

(9-12 marks)

Report evidences desk and field research from a wide range of sources. Comments on validity and reliability are well developed. Candidates use sources effectively with insight. Report indicates appreciation of source limitation. Ideas are communicated clearly in a coherent structure with consistently good use of specialist vocabulary. There are few errors in accepted conventions of written communication.

(13-15 marks)

A detailed assessment of the requirements of the job. Candidates will evaluate their own strengths and weaknesses and will comment as to how they would apply skills. Form and style of writing are in the main appropriate to purpose and subject matter.

(7-9 marks)

Candidates will provide a well developed assessment of their own strengths and weaknesses in different contexts and will evaluate these against the demands of the job studied. Form and style of writing are fully appropriate to purpose and complex subject matter.

(10-12 marks)


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14

AS Unit 5 Marketing in Travel and Tourism

14.1 About this Unit This unit will enable you to gain a greater insight into the travel and tourism industry, and builds on the learning from Unit 1: Inside Travel and Tourism.

You should conduct in-depth investigations into travel and tourism organisations to investigate the role of marketing in the industry and the key stages of the marketing process.

14.2 How you will be assessed You need to complete the external assessment requirements for this unit in the form of a 2 hour written paper which comprises short and extended answer questions based on the specification content for the unit. This written paper will be based on pre-release material circulated to centres on the 1st December for the following January series and the 1st May for the June series. You need to ensure you study in detail the marketing activities of at least two travel and tourism organisations. You should be able to explain, by using SWOT and PEST analyses, how internal and external influences affect travel and tourism organisations.

You must complete these studies before considering the pre-release case study materials on which the unit test is based.


The key stages of the marketing process

Marketing is a continuous process that embraces everything an organisation does to identify, anticipate and satisfy customer needs and expectations. You need to know why the marketing process is particularly important to the travel and tourism industry and how the industry is characterised by fierce competition and constantly changing customer needs and expectations.

You need to investigate how travel and tourism organisations apply the marketing process to their business. You should gather information directly from organisations or refer to case studies.

You need to describe and explain the key stages of the marketing process that include:

• marketing objectives

• marketing research and market segmentation

• analysing the internal and external business environment

• marketing mix.

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Marketing objectives

You need to understand why organisations develop a marketing strategy with measurable objectives, and how these objectives may support the organisation’s general aims.

Market research and market segmentation

You need to learn about the different methods of, and skills required for, gathering information and of the strengths and weaknesses of these methods. You also need to understand the concept of market segmentation and how organisations group customers into key segments to identify their target markets.

Analysing the internal and external business environment

You should learn how internal and external influences on the business environment are analysed, using SWOT analysis to identify their strengths, weaknesses, opportunities and threats. External influences on the business environment are analysed using PEST analysis to consider the political, economic, social and technological factors that may affect business activities.

You need to know how to carry out detailed SWOT and PEST analyses.

Developing a marketing mix

The term ‘marketing mix’ is used to describe the key elements that an organisation offers to meet customer needs and expectations. You will need to learn about the four elements of the marketing mix:

• product (for example, positioning, product life cycle)

• place (for example, location, chain of distribution)

• price (for example, pricing strategies)

• promotion (for example, promotions mix, promotional materials, AIDA).

You need to understand that these stages are part of a cyclical process rather than individual activities, and that marketing does not operate in isolation. Travel and tourism organisations are continually evaluating progress to determine if the marketing mix meets customer needs and expectations.


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15

AS Unit 6 Tourism in the UK

15.1 About this Unit In this unit you will improve your knowledge of tourism in the UK by researching and investigating the factors affecting the popularity of tourism in the UK.

You are asked to consider UK tourism on a national scale and to research into its popularity for domestic and incoming tourists. You should produce a written report on this topic. Then you consider tourism in a local tourist board region. You must make an oral presentation analysing tourism provision in the region, identifying any gaps in the region’s provision, and suggesting possibilities for future improvements.

15.2 How you will be assessed You need to produce a portfolio based on an investigation into tourism within the UK on a national basis and an investigation into tourism within a local tourist board region.


A. a written report on factors affecting the popularity of tourism in the UK

B. a written report on research into visitor numbers within the UK over recent years, graphical analysis of those figures and a bibliography of your sources

C. evidence of an oral presentation about tourism within a local tourist board region, putting it in the context of the UK study

D. evidence of an oral evaluation of the current provision in the tourist board region, making reference to gaps in the provision and suggesting possibilities for future improvements.

You should record the oral presentation on either audio or video tape which should be available for moderation purposes. The presentation could be supported with visual aids such as slides, overheads or a PowerPoint presentation.


Factors affecting the popularity of tourism in the UK

The UK has many popular tourist destinations that attract visitors both from within the UK and from the rest of the world.

Within the UK as a whole, and in tourist board regions, tourists are attracted to both rural and urban destinations, and to areas where rural and urban features are combined.

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The UK has a rich variety of urban-based attractions (historic, cultural, retail, entertainment, etc.). Rural areas have a similar rich variety (wild areas, coastal areas, lakes and rivers, villages, etc.).

There is a wide range of other factors affecting tourists’ decisions, which may apply to both rural and urban areas. These include:

• attractions, events and entertainment

• food, drink and accommodation

• transport and accessibility

• social and political factors, e.g. crime, growth of particular holiday types, fashion

• economic factors, e.g. the cost of visiting attractions, cost of living, the exchange rate

• environmental factors, e.g. climate, pollution.

You should consider how public and private bodies provide the infrastructure and affect the environment within which tourism takes place. Examples of such provision could include roads, railways, airports, water, power, sewage and rubbish disposal, policing, maintenance of public open space, management of national parks, etc.).

Statistics on tourism

UK tourism can be divided into ‘domestic’ tourists, UK residents taking tourism trips at home, and ‘incoming’ tourists from a variety of foreign countries. Your statistical research should include coverage of both these categories and should show trends in numbers of visitors over recent years.

Tourism in a local tourist board region

When you have considered the features and appeal of holidaying in the UK on a national basis you will go on to consider holidaying within the tourist board region that you are studying. In this second study, you should apply the knowledge, understanding and research skills developed in your general study of UK tourism. You will, however, produce a more detailed and specific study of the attractions of the area.

You should then evaluate the provision at present in order to identify gaps in the local area’s tourism provision. Having identified gaps, suggest what could be done to fill these gaps to meet the needs of tourists and to help development of the industry in the area.


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15.4 Assessment Criteria Unit 6 - Tourism in the UK

You need to produce a portfolio based on an investigation into tourism within the UK on a national basis


A. a written report on factors affecting the popularity of tourism in the UK (AO1)

B. a written report on research into visitor numbers within the UK over recent years, with graphical

C. evidence of an oral presentation about tourism in a local tourist board region, putting it in the context

D. evidence of an oral evaluation of the current provision in the tourist board region, making reference to


AO1 Candidates demonstrate basic knowledge of some of the factors affecting the popularity of the UK as a tourist destination. There may be some omissions.

(1-3 marks)

Candidates demonstrate clear knowledge of a variety of factors affecting the popularity of the UK as a tourist destination. Some understanding of the importance of these factors is shown, though the understanding of how they interact may be superficial.

(4-6 marks)

AO3* Candidates show some research skills and present the data with basic graphs and charts but limited analysis. Ideas are communicated in a way that is adequate to convey meaning with no more than limited use of specialist vocabulary. There are noticeable errors in accepted conventions of written communication.

(1-4 marks)

Candidates show competent research skills and present the data clearly. There is some clear graphical analysis of the trends shown by the data, though it lacks detail. Ideas are communicated with some structure evident with some use of appropriate specialist vocabulary. There are some errors in accepted conventions of written communication.

(5-9 marks)

AO2* Candidates present details about tourism in the area studied. There is some basic comparison of the local area and the UK as a whole. The presentation may be poorly structured, and contain only a limited range of material.

(1-4 marks)

Candidates present clear information about tourism in the area studied. There is a clear comparison of the local area and the UK as a whole, which will allow candidates to move on to task D. The presentation is clearly structured and reaches some basic conclusions.

(5-9 marks)

AO4 Candidates identify at least one gap in provision in the area studied. Suggestions for improvement may be vague and/or unrealistic. Form and style of writing convey meaning adequately.

(1-3 marks)

Candidates start to evaluate the provision in the local area and clearly identify some gaps in provision. There is at least one realistic suggestion for improvement. Form and style of writing convey meaning with some structure.

(4-6 marks)


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*NB Task B is AO3, Task C is AO2

and an investigation into tourism within a local tourist board region.

analysis of those figures (AO3)*

of the UK study (AO2)*

gaps in the provision and suggesting possibilities for future improvements. (AO4)


Candidates demonstrate detailed knowledge of a wide variety of factors affecting the popularity of the UK as a tourist destination. Detailed understanding of the way these factors interact is shown.

(7-9 marks)

Candidates demonstrate developed knowledge of a wide variety of factors affecting the popularity of the UK as a tourist destination. A critical understanding of the way these factors interact together.

(10-12 marks)

Candidates show a variety of competent research skills, and present the data in a clear way which is appropriate to its purpose. There is some detailed graphical analysis of the trends shown by the data. Ideas are communicated using a logical structure with good use of specialist vocabulary where appropriate. There are occasional errors in accepted conventions of written communication.

(10-14 marks)

Candidates show a variety of well developed research skills, using a variety of sources. The data is presented using a variety of graphical techniques which are appropriate to the purpose. There is a thorough analysis of the trends shown by the data. Ideas are communicated clearly in a coherent structure with consistently good use of specialist vocabulary. There are few errors in accepted conventions of written communication.

(15-18 marks)

Candidates present detailed information about tourism in the area studied. There is a detailed analysis of the provision in the local area comparing it with the UK as a whole and reaching some conclusions. This will allow candidates to move clearly on to task D. The presentation is well structured with relevant support of visual material.

(10-14 marks)

Candidates present well developed information about tourism in the area studied. There is a thorough analysis of provision in the local area comparing it with the UK as a whole and reaching valid conclusions. This will allow candidates to move clearly on to task D and to make a thorough assessment. The presentation is very well structured and supported with a range of relevant visual material.

(15-18 marks)

Candidates provide a detailed evaluation of the local area and clearly identify a range of gaps in provision. Then there are some detailed and realistic suggestions for improvement. Form and style of writing are in the main appropriate to purpose and subject matter.

(7-9 marks)

Candidates provide a well developed evaluation of provision in the local area. This is used to make a detailed analysis of gaps in provision. Then there are many detailed and realistic suggestions for appropriate improvements. Form and style of writing are fully appropriate to purpose and complex subject matter.

(10-12 marks)


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16

AS Unit 7 Overseas Destinations Study

16.1 About this Unit In this unit, you will develop your knowledge of travel and tourism geography within the southern hemisphere. Through detailed investigation and research, you will learn about two countries, and the regions and tourist areas within them.

You should assume you are working for a consultancy advising UK tour operators looking to expand their programmes in the southern hemisphere. You will prepare a destination profile on two countries and through analysing appeal, popularity and access, justify your recommendation for UK tour operators.

At the outset of your investigation you need to make sure that you are able to find sufficient data and appropriate statistics to show visitor trends in each of your chosen countries over recent years, and that your two chosen countries are sufficiently contrasting to allow you to evaluate the tourism potential of each and then make clear recommendations as to which should be included in tour operators’ future programmes.

This unit has links with Unit 3: Travel Destinations.

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16.2 How you will be assessed You need to produce a portfolio based on an investigation into the tourism potential for inclusion in tour operators’ programmes of two countries in the southern hemisphere.


A. a destination profile for two countries in the southern hemisphere, including information about locations, features, facilities and amenities

B. a comparison of costs and options for travel to the two countries

C. research and analysis of the appeal of the countries for UK tourists, drawing on data showing visitor trends over recent years, including analysis of current coverage by UK tour operators

D. an evaluative report for tour operators, recommending which of the two countries to include in their future programme.


Destination profile You need to identify two countries within the southern hemisphere for your research and to provide an overview of the regions and tourist destinations within them in the form of a destination profile. Each profile should include:

• locations of the regions and the tourism destinations and availability of internal transportation within each country

• features (climate, topography, accessibility, attractions)

• facilities and amenities available to tourists

• the role of the countries’ governments in planning for the development of tourism, helping to provide the infrastructure and environment within which tourism can develop, and promoting the tourist industry.


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Costs and options for travel

You need to research, for UK travellers to each of your destinations:

• the range of travel costs charged by the market

• the different options for travel.

You need to understand that journeys to any country from the UK may be charged at different prices by different tour operators, transport principals and travel agents, including on-line bookers.

You also need to understand that there is a range of options available for travel to southern hemisphere countries from the UK that includes:

• the possibilities offered by UK regional airports

• different air routes and transport principals

• stopovers.

You need to apply your research findings to produce a comparison of costs and options for travel for UK tourists to your two chosen countries.

Destination popularity

The popularity of countries as tourism destinations for UK visitors depends on:

• the appeal of the country to tourists from the UK

• the degree of coverage provided by UK tour operators.

You need to research and analyse the appeal of each of your chosen countries for UK tourists.

You need to research numbers of visitors to your chosen countries. You should explain any trends in popularity and draw conclusions from interpreting the data, giving an account of each destination’s likely future popularity.

You also need to discover the coverage for each of your countries by UK tour operators currently and analyse your findings.

Where relevant you should make reference to the ways that the different values and attitudes of visitors and other stakeholders in the industry might affect the development of tourism in that destination.


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Recommendations for tour operators

You should assume you are working for a consultancy advising UK tour operators looking to expand their programmes in the southern hemisphere.

You need to produce a report for such operators which recommends which one of the two countries that you have investigated should be included in their future programmes. Your recommendation will need to be based on your countries’ tourism potential for inclusion in the tour operators’ programmes. Your evaluation will include consideration of:

• the destination profile of each country

• the costs and options for travel to each

• the appeal of each country for UK tourists.


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16.4 Assessment Criteria Unit 7 - Overseas Destinations Study

You need to produce a portfolio based on an investigation into the tourism potential for inclusion in tour


A. a destination profile for two countries in the southern hemisphere, including information about

B. a comparison of costs and options for travel to the two countries (AO2)

C. research and analysis of the appeal of the countries for UK tourists, drawing on data showing visitor

D. an evaluative report for tour operators, recommending which of the two countries to include in their


AO1 Candidates identify two southern hemisphere countries and provide basic information about the location of the tourist regions or destinations within them. Some accurate information about features, facilities and amenities is included.

(1-3 marks)

Candidates present destination profiles for each of two identified southern hemisphere countries that are clear overviews of the locations of the tourist regions and destinations within each country, the availability of internal transportation and the features, facilities and amenities available to tourists.

(4-6 marks)

AO2 A basic attempt at comparison of costs and options for travel to the two chosen countries is made. There may be excessive emphasis on costs or on options for travel.

(1-4 marks)

A clear comparison is made of costs and options for travel to the two chosen countries. There is an appropriate balance between costs and options and information is considered for each, including some similarities and differences.

(5-9 marks)

AO3 Candidates attempt a basic analysis of the appeal of the two chosen countries for UK tourists. Candidates present general information on visitor trends. Ideas are communicated in a way that is adequate to convey meaning with no more than limited use of specialist vocabulary. There are noticeable errors in accepted conventions of written communication.

(1-4 marks)

Candidates present a clear analysis of the appeal of the two chosen countries for UK tourists. Some points of detail are lacking. Candidates’ analysis is based on some appropriate data. Ideas are communicated with some structure evident with some use of appropriate specialist vocabulary. There are some errors in accepted conventions of written communication.

(5-9 marks)

AO4 Candidates produce a basic report recommending which of the two countries to include in future programmes. Where evaluation is present, it may be vague or confused. Form and style of writing convey meaning adequately.

(1-3 marks)

Candidates produce a clear report for tour operators, recommending, with reasons, which of the two countries to include in future programmes. Evaluation is evident in the report, though it may be rather superficial. Form and style of writing convey meaning with some structure.

(4-6 marks)



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operators’ programmes of two countries in the southern hemisphere.

locations, features, facilities and amenities (AO1)

trends over recent years, including analysis of current coverage by UK tour operators (AO3)

future programme. (AO4)


Candidates present detailed destination profiles for each of two identified southern hemisphere countries. These are well-balanced overviews of the locations of the tourist regions and destinations within each country. Some comment is made on the degree of availability of internal transportation and of the features, facilities and amenities to tourists.

(7-9 marks)

Candidates present well-developed destination profiles for each of two identified southern hemisphere countries. These are critical overviews of the locations of the tourist regions and destinations within each country. There is discussion of the extent of availability of internal transportation and of the features, facilities and amenities to tourists, which may include likely future changes as a result of government incentives.

(10-12 marks)

A detailed comparison is made of costs and options for travel to the two chosen countries. There is a carefully weighed balance between costs and options and a range of information is considered for each. Points of similarity and difference are well made and justified.

(10-14 marks)

A well-developed comparison is made of costs and options for travel to the two chosen countries. There is a carefully weighed balance between costs and options and a wide range of information is considered for each. Points of similarity and difference are well developed and discussed.

(15-18 marks)

Candidates present a detailed analysis of the appeal of the two chosen countries for UK tourists, and reach some relevant conclusions. Candidates draw on a range of appropriate data showing visitor trends. Ideas are communicated using a logical structure with good use of specialist vocabulary where appropriate. There are occasional errors in accepted conventions of written communication.

(10-14 marks)

Candidates present a well-developed discussion of the appeal of the two chosen countries for UK tourists, and reach some valid conclusions. Candidates’ conclusions are substantiated by their independent collection and analysis of appropriate data. Ideas are communicated clearly in a coherent structure with consistently good use of specialist vocabulary. There are few errors in accepted conventions of written communication.

(15-18 marks)

Candidates produce a detailed evaluative report for tour operators, recommending, with detailed reasons, which of the two countries to include in future programmes. Form and style of writing are in the main appropriate to purpose and subject matter.

(7-9 marks)

Candidates produce a well-developed evaluative report for tour operators, recommending, on the basis of detailed and appropriate discussion, which of the two countries to include in future programmes. Form and style of writing are fully appropriate to purpose and complex subject matter.

(10-12 marks)


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17

A2 Unit 8 Travel and Tourism Project

17.1 About this Unit In this unit, you will work as part of a team to plan and carry out a real travel and tourism project. The project involves organising either a travel excursion or a tourism event.

Teachers can give advice and ideas about how teams can respond to the assignment which is set. You will be asked to plan, research, cost and time manage the project, working as team members. Where you are the only candidate taking this unit, you should join a group that is undertaking a suitable project, such as a school activity or local event, and use this as the basis for your portfolio. Alternatively, a team could be made up by including the teacher, or the candidates’ friends as the other group members.

Customers for the project must be real (not simulated), but may be from within your school or college.

This unit is synoptic in nature as it requires you to draw on your understanding of the connections between different aspects of travel and tourism which you studied in previous AS units, particularly Unit 2: Travel and Tourism – A People Industry. This unit links with other units, particularly with Unit 5: Marketing in Travel and Tourism and Unit 9: Travel and Tourism – People and Quality.

This A2 unit develops higher level skills and extends beyond AS level in terms of depth and complexity involved.

17.2 How you will be assessed You need to produce evidence of your involvement in the management of a travel and tourism project.


A. a presentation of the elements to be included in your chosen travel and tourism project business plan

B. a record of your involvement in managing your chosen travel and tourism project, working as a member of a team

C. an investigation to analyse the feasibility of the chosen travel and tourism project

D. an evaluation of the success of the project, and of the roles of yourself and the other team members, in undertaking the project, including the extent to which ICT was valuable.

Evidence may include:

• video

• PowerPoint presentation

• diary or log book

• minutes of meetings

• market research

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• business plan including budget

• evaluation.


Business plans

The feasibility of a travel and tourism project can be investigated and presented in the form of a business plan.

You need to research and develop a business plan for your travel and tourism project that includes the following elements:

• the project’s aims and objectives

• the customers’ needs and how these will be met

• how the project will be marketed and promoted, including the use of ICT

• the physical resources needed, including ICT equipment

• financial aspects of the project

• staffing the project

• administration systems

• the legal aspects of the project

• contingency plans and problem solving

• the project’s time management.

To prepare for the project and for completing the portfolio, the following matters need to be considered by the team. Those which are agreed by the team to be applicable to the project will need to be researched and put into practice.

Aims and objectives

The distinction between aims and objectives.

The aims and objectives of the project.

The need to set ‘SMART’ (including financial) objectives that are related to specific, identified customer groups.

Customers

How the needs of internal and external customers are met.

Identified internal customers and external customer groups for the project.

Marketing techniques

The identification of target market segments specific to the project.


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Promotional techniques The agreed promotional techniques to be used for the project:

• advertising and publicity

• direct mail

• public relations techniques

• press releases

• the internet.

Physical resources

The physical resources needed for the project:

• equipment, including ICT equipment

• venue/premises

• materials.

Finance

The costing of the project:

• budget

• start-up costs

• income

• handling payments, including ICT applications.

Staffing

The staffing requirements of the project.

Administration systems

Effective administrative systems considered for use in the project:

• paper-based and electronic recording systems

• bookings

• record keeping.

Legal aspects

The range of legislation that can affect the planning and implementation of a project:

• health and safety

• security

• insurance.


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Legal implications for the project of the following issues:

• providing catering services

• security of customers’ possessions

• maintaining confidentiality of customers’ information

• following regulations for fire

• capacity of venues

• equipment use.

Contingency plans and problem solving

The importance of anticipating potential problems. What potential problems the project may have and ideas for their solution.

Time-scales Project management in travel and tourism requires the application of time management skills to solving problems in complex situations.

You need to consider:

• the importance of time management to achieve timed objectives

• critical path analysis and its application to the project.

Teamwork

The development of effective teamwork skills is an important part of this unit.

You will learn about a number of aspects of teamwork, including:

• the purpose of a team

• team structure (formal, informal)

• roles and responsibilities of team members

• team building and interaction

• how teams can work together to solve problems.

The success, or otherwise, of a project is linked closely to the ability of people to work effectively as a team.

Factors that influence how well a team works:

• communication

• leadership

• personality clashes

• access to resources

• the working environment

• a clear strategy for solving problems

• the skills to deal with problems.


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17.4 Assessment Criteria Unit 8 – Travel and Tourism Project

You need to produce evidence of your involvement in the management of a travel and tourism project.


A. a presentation of the elements to be included in your chosen travel and tourism project business plan

B. a record of your involvement in managing your chosen travel and tourism project, working as a

C. an investigation to analyse the feasibility of the chosen travel and tourism project (AO3)

D. an evaluation of the success of the project, and of the roles of yourself and the other team members,


AO1 Evidence of a presentation which demonstrates basic knowledge and understanding of the elements involved in the chosen travel and tourism project business plan. There may be some omissions.

(1-2 marks)

Evidence of a presentation which demonstrates clear knowledge and understanding of the elements involved in the chosen travel and tourism project business plan.

(3-5 marks)

AO2 Candidates produce a basic record of their involvement in their chosen travel and tourism project, demonstrating the application of a limited range of business plan elements to the chosen project together with limited evidence of teamwork.

(1-4 marks)

Candidates produce a clear record of their involvement in managing their chosen travel and tourism project, demonstrating the application of most of the business plan elements and some clear evidence of successful teamwork.

(5-9 marks)

AO3 Candidates show basic evidence of analysing the feasibility of their chosen project through an investigation of a limited range of business plan elements. Ideas are communicated in a way that is adequate to convey meaning with no more than limited use of specialist vocabulary. There are noticeable errors in accepted conventions of written communication.

(1-4 marks)

Candidates show clear evidence of analysing the feasibility of their chosen project through an investigation including many of the listed business plan elements with a few omissions. Ideas are communicated with some structure evident with some use of appropriate specialist vocabulary. There are some errors in accepted conventions of written communication.

(5-8 marks)

AO4 A basic consideration of the success of the project, and of the roles of the candidate and of other team members. Any evaluation of the success of the project, or of the roles of themselves or of other team members may be vague or confused. ICT is referred to in a general way. Form and style of writing convey meaning adequately.

(1-4 marks)

Candidates produce some evaluation of the success of the project, and of the roles of themselves and of other team members, though detail may be lacking on some of the elements. Clear insight into a few ways in which ICT was valuable to the project. A balance between strengths and weaknesses is shown. Form and style of writing convey meaning with some structure.

(5-9 marks)



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(AO1) member of a team (AO2)

in undertaking the project, including the extent to which ICT was valuable. (AO4)


Evidence of a presentation which demonstrates detailed knowledge and understanding of the importance of the elements involved in the chosen travel and tourism project business plan.

(6-7 marks)

Evidence of a well developed presentation which critically assesses the elements involved in the chosen travel and tourism project business plan and the inter-relationships between them.

(8-9 marks)

Candidates produce a detailed record of their involvement throughout the management of their chosen travel and tourism project, demonstrating the application of the full range of business planning elements and substantial and productive teamwork.

(10-14 marks)

Candidates produce a well developed record and commentary of their key involvement throughout the management of their chosen travel and tourism project, demonstrating the critical application of the full range of business planning elements and leading to substantial and productive teamwork.

(15-18 marks)

Candidates produce a detailed analysis of the feasibility of their chosen project through a careful investigation that includes most of the listed business plan elements. Ideas are communicated using a logical structure with good use of specialist vocabulary where appropriate. There are occasional errors in accepted conventions of written communication.

(9-12 marks)

Candidates produce a critical analysis of the feasibility of their chosen project gathered through a careful and detailed investigation that includes all the listed business plan elements. Ideas are communicated clearly in a coherent structure with consistently good use of specialist vocabulary. There are few errors in accepted conventions of written communication.

(13-15 marks)

Candidates produce a carefully detailed evaluation of the success of the project, and of the roles of themselves and other team members. A detailed evaluation of how ICT was valuable to the project. An appropriate balance between strengths and weaknesses is shown. Form and style of writing are in the main appropriate to purpose and subject matter.

(10-14 marks)

Candidates produce a critical evaluation of the success of the project, and of the roles of themselves and other team members. A comprehensive evaluation of the role of ICT in ensuring the success of the project. A justified balance between strengths and weaknesses is developed. Form and style of writing are fully appropriate to purpose and complex subject matter.

(15-18 marks)


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18

A2 Unit 9 Travel and Tourism – People and

Quality

18.1 About this Unit In this unit you will learn about the ways in which travel and tourism organisations manage customer service delivery. Many of the stakeholders in the travel and tourism industry value the levels of customer service they provide very highly, and wish to ensure that their levels are maintained over time.

Organisations need to manage the customer service they provide, and this will include monitoring and evaluating the customer service procedures and practices of the organisation. Customer service managers need to know how well customer service is being delivered and what their customers think about the service provided.

Travel and tourism organisations also have responsibilities for the health, safety and security of their customers and employees, and need to provide a safe and controlled environment. In doing this, they need to comply with a variety of laws and regulations. You will develop an appreciation of the health, safety and security procedures and legislation which operate within the industry, and an awareness that each sector has its own particular requirements in terms of health, safety and security.

Managers within the travel and tourism industry will need to be able to deal with a range of complex problems in maintaining customer service levels and health and safety levels. This unit is about how managers in the travel and tourism industry deal with these issues.

This A2 unit extends the work completed in Unit 2: Travel and Tourism – A People Industry, by developing higher level skills.

Unit 9 – Travel and Tourism – People and Quality

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18.2 How you will be assessed You need to complete the external assessment requirements for this unit. This consists of a 6 hour unseen externally assessed assignment, completed under controlled conditions.

You must compile a preparatory folder containing only notes written by you and material produced by your chosen organisations, which you have gathered during your study of this unit.

Your preparatory folder will be collected in by your teacher before you begin the assignment and be used by you while you write your assignment under controlled conditions.

You will not be permitted to add any new material to your preparatory folder once it has been collected by your teacher. The folder will be retained securely by your teacher between controlled conditions sessions.

The assignment will consist of four tasks and you will have 1½ hours to complete each task, after which that task will be collected. You will not be able to amend your answer once the task is completed.

Instructions on how to approach controlled conditions are available in the Specimen Assessment Units and Mark Schemes, and in the Teachers’ Guide.

You need to ensure that you have researched the requirements of this unit for at least two travel and tourism organisations.


Customer service standards

You need to understand how and why travel and tourism organisations:

• ensure that their service is meeting the needs of the customer

• set and assess quality standards

• use ‘benchmarking’, where standards of quality are set and performance against these standards is assessed.

You need to understand how customer service managers apply this information to help identify potential customer service improvements.


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You need to know how organisations analyse the quality of their customer service and the processes through which changes are made to procedures and practices.

Quality criteria commonly applied in the travel and tourism industry include:

• price/value for money

• consistency/accuracy

• reliability

• staffing levels/qualities

• enjoyment of experience


• cleanliness/hygiene

• accessibility and availability

• provision for special needs.

You need to understand how managers use technical reports to obtain feedback on levels of customer service, especially when service is not provided face-to-face, as in a call centre or dealing with on-line bookings.

Feedback from customers and staff allows organisations to monitor their customer service and to make changes to their customer service practices. Travel and tourism organisations use a variety of feedback techniques to find out how satisfied their customers are with the level of service that has been provided. You will need to know how these techniques are used by travel and tourism organisations:

• informal feedback

• suggestion boxes

• focus groups

• mystery shoppers

• observation.


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Complaints and serious situations

You need to learn how and why:

• travel and tourism organisations have established procedures for handling complaints made by customers

• managers may be required to deal with more serious complaints or situations than employees at a lower level, such as where customers may be attempting to defraud the organisation

• employees own values and attitudes might influence the way in which complaints and serious situations are dealt with

• travel and tourism organisations have to deal with a range of complex problems which may be caused by delays, technical failures, weather conditions or other factors

• travel and tourism organisations have action or emergency plans

• standard procedures cannot be relied upon in all circumstances

• recent trends in a compensation culture affect the operation of travel and tourism organisations.

Health and safety and the law

There are many laws governing what travel and tourism organisations must do to ensure a safe environment for staff and customers. Managers working in the travel and tourism industry should be aware of the key intentions and requirements of the most important laws affecting the industry.

You should be aware of the main intentions and requirements of the measures and legislation listed below, and understand how they affect operational practices in travel and tourism organisations:

• The Health and Safety at Work Act 1974

• The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995

• Consumer Protection Act 1987

• Data Protection Act 1998

• licensing laws

• procedures laid down by the Civil Aviation Authority

• European Union directives on health and safety, including work equipment safety, personal protective equipment, work place conditions, working hours

• Sex Discrimination Act 1975

• Disability Discrimination Act 1995.


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You need to understand that all sectors of the travel and tourism industry will be subject to changing regulations relating to health, safety and security. Regulations may change as a result of a significant event or changing circumstances, or because of a new piece of legislation. These will cause complex problems that managers will have to solve.

You need to be aware of the latest developments and legislation affecting the industry.

The detailed knowledge and understanding required of each member of staff in travel and tourism organisations varies according to their job, roles and responsibilities.

You need to know why managers within the travel and tourism industry will have the responsibility of ensuring that any new regulations are complied with. In some circumstances, changing regulations may have an impact on customer service. For example, increased security at airports may result in longer queues at check-ins. Managers will need to be able to deal with problems caused by these changes.

Consumer protection

A range of legislation has been introduced to protect the customers of the travel and tourism industry. You need to understand how and why legislation is designed to protect the rights of the customer in relation to a number of aspects including:

• confidentiality


• hygiene

• security.

Security in travel and tourism

There are many security hazards associated with travel and tourism organisations and each organisation must have procedures in place to identify and minimise these risks. You should investigate how and why the travel and tourism industry has procedures to deal with the impact of security hazards, including:

• violence to staff and customers

• fraud

• accidental damage

• sabotage/terrorism

• theft of property

• theft of information

• alcohol and drugs related incidents

• security of electronic information.


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Customers are purchasing the products of the travel and tourism industry in different ways, with increasing numbers of flights and other products being bought on the internet. Customers may not have the same level of protection through this method as they would have when they deal with a travel agent.

Customers are more aware of the need for security following a number of terrorist acts in recent years. The travel and tourism industry has a responsibility for the security of its customers but also has to be aware that for many customers security measures must be balanced against the enjoyment of their holiday.

Management and motivation of teams

Managers in travel and tourism organisations need to motivate teams in order to deliver high quality customer service, ensure that legislation is complied with and ensure that health, safety and security are maintained in the working environment.

You should investigate how a range of approaches and techniques is used by the industry, including:

• management style, communicating clear objectives, target setting

• job rotation, hours of work

• team working, empowerment, good communication

• financial and other incentives

• positive physical working environment.


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19

A2 Unit 10 Current Issues in Travel and

Tourism

19.1 About this Unit In this unit you will learn about issues that are current and are affecting travel and tourism at the time of study. Issues arise for the travel and tourism industry due to its susceptibility to a variety of events, developments and changes which may be unforeseen, outside the industry’s control and rapid in their onset.

After studying a range of issues that are current in travel and tourism you need to identify one such issue to investigate, carrying out an in-depth evaluation of its impact on travel and tourism and the industry’s responses to it. You should ensure that the chosen issue is unresolved and current and that it has had, and is likely to continue to have, significant impacts on the travel and tourism industry. You should submit your idea to your teacher for approval before beginning work.

You need to consider the values and attitudes of stakeholders and your own values and attitudes to your chosen issue.

This unit is synoptic in nature as it requires you to draw on your understanding of the connections between different aspects of travel and tourism which you completed in Unit 1: Inside Travel and Tourism and Unit 2: Travel and Tourism – A People Industry. This unit has links with Unit 4: Working in Travel and Tourism.

This A2 unit develops higher level skills and extends beyond AS level in terms of the depth, complexity and knowledge you will gain. You will need to demonstrate this in carrying out an in-depth evaluation of the impacts of your chosen issue on the travel and tourism industry and of the industry’s responses to it.

Unit 10 – Current Issues in Travel and Tourism

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19.2 How you will be assessed You need to produce a report based on an in-depth investigation into one major current issue in travel and tourism, which has been approved by your centre.

Your report should include:

A. an account of the processes of change which have caused the chosen current issue to arise, drawing on your understanding of the connections between different parts of the industry

B. an explanation of the varied values and attitudes of stakeholders in the issue

C. an investigation into the responses and actions of those stakeholders

D. an evaluation of the current and likely future impacts of the issue, and of responses to it, on travel and tourism, including the extent to which your own values and attitudes have influenced your perception of future impacts.

You must choose an issue that has not been fully resolved. For instance, the transmission of disease around the world is a current issue which impacts on travel and tourism whereas the specific outbreak of SARS disease in 2003, which has now passed, is not. Equally, the on-going war against terrorism is an issue likely to remain current at the time you are studying, whereas the immediate impacts on the industry of specific incidents may have passed.

Some other suggestions of the kinds of issues likely to remain current are given below:

• technological issues, such as those associated with the growth of global telecommunications including the internet

• political issues, such as how changes in the political climate of destinations and the changing security situation related to terrorist activities are affecting travel and tourism

• product development issues for the industry such as the impacts of the rise of budget airlines and the future for package holidays

• socio-economic change issues such as the changing balance between family and non-family group demand for holidays and the rise of youth market demand for holidays

• environmental issues, such as the growth of interest in, and demand for, sustainable tourism and eco-tourism. The growing concerns over such issues as the effect on the atmosphere of increased air traffic.


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Technological change, including the impact of ICT

You need to consider:

• the impact of ICT on the travel and tourism industry

• the continued development of ICT, including the internet, in travel and tourism

• new or improved transport systems (urban tramways, high-speed international rail links, new generation cruise ships and ferries, and new types of aircraft).

Socio-economic change

Social changes in the UK and their effects on demand for travel and tourism services:

• changing household size

• changing lifestyles

• changing income levels.

Changes in consumer demand

The growth in demand for:

• tourism travel by non-family groups

• a greater variety of destinations

• having more holidays in a year (often combining a long annual holiday with several short breaks)

• higher standards of quality at value-for-money prices

• independent travel.

The impacts on travel and tourism of changing consumer demand, both on the nature of travel and on tourism destinations. The impacts on the industry of the growth of independent travel.

Product developments

The impacts on the travel and tourism industry of the growth of budget (or no-frills) airlines. The effects of the growth of these airlines on conventional carriers and the organisation of air travel. The impacts on the industry of the development of resorts for particular groups including couples-only hotels.


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Political changes and security issues

Changes in the political stability of countries, both positive and negative, and the implications of this for travel and tourism organisations. Terrorism and the extent to which the travel and tourism industry is affected by its threat. Impacts of changing consumer confidence and perception of security issues including crime levels.

Environmental changes

Issues connected to the inter-relationship between the travel and tourism industry and the physical and human environments. The impacts on travel and tourism of:

• concerns over the negative impacts of travel and tourism on the physical environment

• natural disasters and the human environment hazard of transmittable disease

• the growth of sustainable tourism and eco-tourism.

Values, attitudes, responses and actions of stakeholders

The varying values and attitudes of the stakeholders in your chosen issue:

• travel and tourism organisations

• tourists

• individuals who are not tourists

• pressure groups

• non-travel and tourism organisations including governments.

The variety of responses and actions, which are made and taken to the issue both individually and collectively by the stakeholder groups.

In-depth investigation of the values and attitudes of stakeholders and of their responses and actions can involve primary as well as secondary research.

Your own values and attitudes to the issue and how these affect your perception of it.

Future impacts

The likely impacts of the chosen current issue on travel and tourism in the future. How responses made to the issue by the stakeholders are likely to affect the future of the industry. How much your own values and attitudes affect your assessment of likely future impacts. The likely future impacts of technological advances in ICT.


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19.4 Assessment Criteria Unit 10 - Current Issues in Travel and Tourism

You need to produce a report based on an in-depth investigation into one major current issue in travel and

Your report should include:

A. an account of the processes of change in travel and tourism which have caused the chosen current issue

B. an explanation of the varied values and attitudes of stakeholders in the issue (AO2)

C. an investigation into the responses and actions of those stakeholders (AO3)

D. an evaluation of the current and likely future impacts of the issue, and of responses to it, on travel and

future impacts. (AO4)


AO1 A basic account of the processes of change which have given rise to the chosen current issue. Basic understanding is shown of some of the connections between different parts of the industry.

(1-3 marks)

A clear account of the relevant processes of change in travel and tourism, which have given rise to the chosen current issue. Clear understanding is shown of most of the connections between different parts of the industry, which deals with some relevant processes.

(4-6 marks)

AO2 Some of the key stakeholders in the issue are identified. The range is limited, covering only basic groups. Some attitudes are described. There is some basic explanation of values or attitudes.

(1-3 marks)

Many of the key stakeholders in the issue are identified. The range reflects the breadth of the issue, omitting a few key groups. There is some clear explanation of the values and attitudes of several key stakeholders.

(4-6 marks)

AO3 Candidates produce a basic investigation into some of the responses and actions of the key stakeholders in the issue, with many omissions and few conclusions. Ideas are communicated in a way that is adequate to convey meaning with no more than limited use of specialist vocabulary. There are noticeable errors in accepted conventions of written communication.

(1-4 marks)

Candidates produce a clear investigation into the responses and actions of the key stakeholders in the issue. There are few omissions, and some conclusions/analysis is present. Ideas are communicated with some structure evident with some use of appropriate specialist vocabulary. There are some errors in accepted conventions of written communication.

(5-9 marks)

AO4 Candidates produce a basic consideration of the current and likely future impacts of the issue, and of responses to it. There is some basic evaluation of the extent to which candidates’ own values and attitudes have influenced their perception of future impacts, though this may be vague. Form and style of writing convey meaning adequately.

(1-4 marks)

Candidates produce some evaluation of the current and likely future impacts of the issue, and of responses to it. Impacts and responses may not always be balanced There is a clear attempt to evaluate the extent to which the candidates’ own values and attitudes have influenced their perception of future impacts, though ideas may not always be valid. Form and style of writing convey meaning with some structure.

(5-9 marks)



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tourism, which has been approved by your centre.

to arise, drawing on your understanding of the connections between different parts of the industry (AO1)

tourism, including the extent to which your own values and attitudes have influenced your perception of


A detailed descriptive and explanatory account of the relevant processes of change in travel and tourism, which have given rise to the chosen current issue. Detailed understanding is shown of the connections between different parts of the industry, dealing with a range of relevant processes.

(7-9 marks)

Candidates critically explain a comprehensive range of processes of change in travel and tourism which have given rise to the chosen current issue. An in-depth understanding is shown of the connections between different parts of the industry, dealing with a comprehensive range of relevant processes.

(10-12 marks)

Most of the key stakeholders in the issue are identified with explanation as to their interest. The range covers the breadth of the issue, omitting few, if any, key groups. There is detailed explanation of the values and attitudes within some stakeholder groups. Account is taken of mixed views and attitudes within some stakeholder groups.

(7-9 marks)

A comprehensive range of key stakeholders in the issue are identified with full explanation as to their interest. The range fully covers the breadth of the issue, omitting no key groups. There is well developed explanation of the values and attitudes of the key stakeholders, which critically analyses those attitudes and the extent to which mixed views and attitudes are held within stakeholder groups.

(10-12 marks)

Candidates produce a detailed investigation into the responses and actions of the key stakeholders in the issue. Analysis and conclusions are considered, though not always explicit. Ideas are communicated using a logical structure with good use of specialist vocabulary where appropriate. There are occasional errors in accepted conventions of written communication.

(10-14 marks)

Candidates produce a comprehensive investigation into the responses and actions of the key stakeholders in the issue. The investigation includes full critical analysis of the findings. Ideas are communicated clearly in a coherent structure with consistently good use of specialist vocabulary. There are few errors in accepted conventions of written communication.

(15-18 marks)

Candidates produce a full and detailed evaluation of the current and likely future effects of the issue, and of responses to it. An effective balance between impacts (current and future) and responses is shown. A realistic evaluation of the extent to which the candidates’ own values and attitudes have influenced their perception of future impacts. Form and style of writing are in the main appropriate to purpose and subject matter.

(10-14 marks)

Candidates produce a critical evaluation of the current and likely future impacts of the issue, and of responses to it. A carefully weighed balance between impacts (current and future) and responses is shown. A comprehensive and appropriate evaluation of the extent to which the candidates’ own values and attitudes have influenced their perception of future impacts. Form and style of writing are fully appropriate to purpose and complex subject matter.

(15-18 marks)


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20

A2 Unit 11 Impacts of Tourism

20.1 About this Unit In this unit you will learn about the positive and negative impacts that tourism has on destinations in both the less and the more economically developed worlds.

You will study environmental, economic and social/cultural impacts as well as learning about sustainable approaches to tourism development and how the environment can be managed to encourage eco-tourism.

You will also learn about the capacity and limitations of destinations in the less economically developed world (LEDW) and the more economically developed world (MEDW), and about impacts on infrastructure and planning in heritage sites and historic destinations in the less and more developed world.

You will consider the extent to which values and attitudes of stakeholders affect tourism impacts and also your own values and attitudes concerning those impacts.

This unit builds on the work you have completed in AS Unit 3: Travel Destinations. This unit is synoptic in nature as it requires you to draw on your understanding of the connections between different aspects of travel and tourism which you studied in Unit 6: Tourism in the UK and/or Unit 7: Overseas Destination Study. It also has links with A2 Unit 10: Current Issues in Travel and Tourism.

20.2 How you will be assessed You need to complete the external assessment requirements for this unit in the form of a 2 hour written paper which comprises short and extended answer questions based on the specification content for the unit. This written paper will be based on pre-release material circulated to centres on the 1st December for the following January series and the 1st May for the June series.

You need to ensure that you study named destinations from the LEDW and the MEDW. You must complete these studies before considering the pre-release case study materials on which the unit test is based.

Unit 11 – Impacts of Tourism

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You need to understand that the popularity and appeal of destinations can change and know what factors are likely to affect these in the future.

You need to consider the extent to which values and attitudes of stakeholders affect tourism impacts and also your own values and attitudes concerning those impacts.

Environmental impacts

Through the investigation of key destinations, in both the LEDW and MEDW, you need to know and understand:

• the positive and negative impacts of tourism on the environment

• how a sustainable approach to tourism development can be used to conserve and manage the environment

• how the environment can be managed to encourage eco-tourism.

Economic impacts

Economic factors are highly significant in determining change in areas of the world which generate tourism. There are significant differences in the impact of tourism in tourist receiving areas resulting from economic conditions in those places. Through investigation of key destinations, you need to understand:

• the changing distribution of tourism generating and tourism receiving areas, and the economic significance for these areas

• the positive and negative economic impacts of tourism on destinations in the LEDW and MEDW.

Social/cultural impacts

Tourism is often enhanced by cultural and historical factors in a destination, as exemplified in the destination’s architecture, arts and crafts, dress, music, dance, cuisine and religion.

You need to understand:

• the impact of tourism on the societies and cultures of destinations in the LEDW and the MEDW

• the reasons that conflicts may arise between tourism and local people as a result of factors which are:

– historical

– cultural

– religious

• how a sustainable approach to tourism development can be used to conserve traditional ways of life.


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Impacts on tourism planning

You need to know and understand:

• the capacity and limitations of the historic towns, cities and other heritage sites and historic places where tourists congregate in numbers to cope with changing numbers of tourists.

• in historic towns and cities, and other significant historic/heritage sites, the balance between catering for tourism development, maintaining the economic and social life of the area and preserving the built and natural environment.

• the partnership between public and private bodies and organisations in achieving this balance.

• the impact of tourism on historic/heritage destinations in the LEDW and the MEDW, regarding:

- their built environment, morphology and functions - their transport infrastructure

- land-use conflicts between traditional and recreational use of space

- long-term planning strategies for sustainable tourism development in historic/heritage destinations.

Unit 12 – Business Operations in Travel and Tourism

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21

A2 Unit 12 Business Operations in Travel and

Tourism

21.1 About this Unit This unit is an investigation of the most common business systems used in the travel and tourism industry. The main aim is to foster your understanding of the importance and application of these systems and of the skills involved in operating them.

This unit asks you to research and investigate certain technical skills as applied to the operation of the travel and tourism industry. It is important that you are aware of the significance of technical skills in providing high standards of professionalism at an individual level.

The unit then links the skills review to the importance of target setting and selling skills. One of the main aims of the unit is to encourage your appreciation of the importance of goal setting and of regular review. Budgets and electronic transactions are also considered.

The unit then explores how operational practices meet the needs of customers and organisations, and contribute to the efficiency of the organisation.

This unit builds on the experience gathered while preparing for Unit 4: Working in Travel and Tourism. It extends the technical skills studied in Unit 2: Travel and Tourism – A People Industry to a higher level of depth, complexity and application of knowledge.


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21.2 How you will be assessed You need to produce a portfolio which investigates how at least one example from each of five key areas operates in a chosen travel and tourism organisation.


A. an account of the operation of the five key areas in your chosen travel and tourism organisation using one example from each key area

B. an account of how these examples interact in your chosen travel and tourism organisation to solve specific problems, issues or work-related situations

C. research and analysis of how far these examples meet the aims for which they were designed

D. an evaluation of how these examples contribute to the efficiency of your chosen travel and tourism organisation.

You should complete this unit by a combination of desk and field research. The desk research will consist of studying systems in general and then, in particular, those belonging to the organisation which you have chosen.

The field research may involve a placement, or your chosen organisation might be able to give you access to staff who can describe the operation of these skills and who can comment upon their effectiveness.


Key area 1: Technical skills

In unit 2 you investigated how and why people working in the travel and tourism industry need to use technical skills. In this unit you will extend these from the comparatively simple (such as operating equipment used for dealing with enquiries at a call centre) to the more complex issue of linking a range of technical skills together to achieve a required result (such as those needed in negotiations between a local authority planning officer and representatives of a commercial development company). You need to investigate how practised deployment of a range of technical skills has a significant impact on the effectiveness of the operation. You are required to be able to identify the individual technical skills being used and to assess how successfully they are linked together to achieve the aims of the organisation.


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Key area 2: Target setting and selling skills

It is important that you understand how target setting and selling skills affect staff pay and performance. In the travel and tourism industry, it is common for staff to be paid on a commission basis i.e. a percentage of the revenue generated. Many travel and tourism professionals – from waiters on cruise ships to the directors of tour companies – are paid this way. You are to research how these systems operate in your chosen organisation.

In this section, you could include items such as:

• target setting – imposed or negotiated

• the operation of the system – frequency of target setting and response to external economic factors

• the effect of target setting upon sales staff in their product recommendation – switch-selling

• the application of selling skills (establishing needs, reviewing options, making recommendations and closing the sale) to different customer types.

• You should also study and report on the effect which targets have upon the staff in terms of meeting aims and the efficiency of the organisation.

Key area 3: Administrative systems

You should study the operation of the administrative systems in your chosen travel and tourism organisation.

Some of the administrative systems include:

• staff payroll systems

• systems for paying suppliers

• supply ordering systems

• internal communications systems

• information processing systems, e.g. customer databases

• reporting systems

• reservations and ticketing systems

• CRS (Computer Reservations Systems)

• GDS (Global Distribution Systems).

Successful operations in travel and tourism are often those which find a balance between meeting the needs of their external customers (paying clients) and those of their internal customers (other departments or individuals within the organisation).

You also need to evaluate whether business systems are being used efficiently.


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Some measures of efficiency include:

• value for money

• accuracy

• reliability

• ease of use

• security

• compliance with legal requirements.

Key area 4: Budgets

Budgets are important in all types of organisation, and particularly in travel and tourism. Your previous study of the major principals (such as transport carriers, types of accommodation, visitor attractions) and of the trade’s main channels of distribution (such as tour operators, agencies and web-based outlets) will show you how competitive the industry is, particularly with regard to pricing and promotion. This means that margins are always relatively low and therefore budgets are tight and fairly inflexible.

Budgets are important to public sector organisations (such as the Best Value approaches of local authorities) and voluntary organisations (the need to cover overheads and invest in future initiatives).

You need to learn and understand the importance of being able to agree and work to a budget. You need to research and report on the operation of a budget or budgets in your chosen organisation.

You should report on the operation of one type of budget, these include:

• sales

• expenditure

• profit and loss

• cash flow

and the budgeting procedures which your chosen organisation uses, these include:

• tracking budget outcomes

• scheduling

• identifying variances

• identifying and analysing trends

• proposing remedial action.


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You should report on the importance of record keeping and documentation in meeting the aims for which your chosen budget was designed, these include:

• estimates

• quotations

• methods of financing

• invoices

• receipts

• ledgers

• trial balances

• spreadsheets.

You should report on the efficiency of your chosen budget, including the consequences of failing to keep to a budget, these include:

• cost overrun

• inefficient use of time and labour

• contractual implications

• effect upon staff morale

• loss of reputation.

Key area 5: Electronic transactions

Electronic transaction systems (e-commerce) are at the heart of the modern travel and tourism industry. Their ability to process and manipulate massive amounts of data affects staff, suppliers and customers. You should study the operation of e-systems in your chosen travel and tourism organisation.

In order to meet the requirements of the assessment grid, your portfolio should:

• examine the operation of electronic systems in your chosen organisation

• investigate how electronic systems interact and meet the aims for which they were designed

• evaluate the contribution which electronic systems make to the organisation’s efficiency.


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21.4 Assessment Criteria Unit 12 – Business Operations in Travel and Tourism

You need to produce a portfolio which investigates how at least one example from each of five key


A. an account of the operation of the five key areas in your chosen travel and tourism organisation using

B. an account of how these examples interact in your chosen travel and tourism organisation to solve

C. research and analysis of how far these examples meet the aim for which they were designed (AO3)

D. an evaluation of how these examples contribute to the efficiency of your chosen travel and tourism


AO1 Report covers each of the key areas in basic detail. Examples given may not always be relevant.

(1-3 marks)

Report covers key areas clearly with some appropriate examples of systems in operation. Detail on some of the key areas may be lacking.

(4-6 marks)

AO2 A basic account of how some of the practices interact. Problems are general and links between the practices and the solutions of the problems are described in a basic way.

(1-4 marks)

A clear account of interactions between some of the practices. Problems are relevant to the organisation and the candidate begins to link the practices to solving the problems.

(5-8 marks)

AO3 Research may be limited to one or two sources, or may not always be relevant. A basic analysis of how a few practices meet their aims. Some aims are appropriate. Ideas are communicated in a way that is adequate to convey meaning with no more than limited use of specialist vocabulary. There are noticeable errors in accepted conventions of written communication.

(1-4 marks)

Research from a range of sources though occasionally not relevant. A clear analysis of how some practices meet their aims. The aims are mainly appropriate and supported with some evidence. Ideas are communicated with some structure evident with some use of appropriate specialist vocabulary. There are some errors in accepted conventions of written communication.

(5-8 marks)

AO4 Report contains basic comments on efficiency of chosen systems operating in the industry. Limited evidence of critical thought. Form and style of writing convey meaning adequately.

(1-4 marks)

Candidates show clear understanding of importance of chosen industry systems and illustrate views with some appropriate examples. Comments on efficiency of systems operation are opinionated but demonstrate some critical thinking. Form and style of writing convey meaning with some structure.

(5-9 marks)



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areas operates in a chosen travel and tourism organisation.

one example from each key area (AO1)

specific problems, issues or work-related situations (AO2)

organisation. (AO4)


Report describes key areas and some relevant systems in detail, and begins to discuss problems. Examples are appropriate to the chosen organisation, and well chosen.

(7-9 marks)

Report is well developed, referring to key areas and to a range of relevant systems in operation. Comments are made on skills required in the industry. Report discusses any problems in systems operation and relevant and appropriate examples are well-used.

(10-12 marks)

A detailed account of interactions between most of the practices. The solution of relevant problems, issues and work-related situations are linked to the practices.

(9-12 marks)

An in-depth critical account of interactions between all of the practices. A range of complex problems, issues, and work-related situations, including unfamiliar situations, are linked to the effective interaction of the five practices.

(13-15 marks)

Research from a range of appropriate and relevant sources. A detailed analysis of how the practices meet their aims. The aims are appropriate and supported with evidence. Ideas are communicated using a logical structure with good use of specialist vocabulary where appropriate. There are occasional errors in accepted conventions of written communication.

(9-12 marks)

Research from many and varied appropriate sources, commenting on the reliability of the sources. An in-depth analysis of how these practices interact to meet their aims. The aims are appropriate and fully supported with relevant evidence from a variety of sources. Ideas are communicated clearly in a coherent structure with consistently good use of specialist vocabulary. There are few errors in accepted conventions of written communication.

(13 –15 marks)

Detailed evaluation of the importance and usefulness of chosen systems prevalent in the industry. Candidates choose detailed examples with care to draw conclusions and to make constructive points about the efficiency of the systems. Form and style of writing are in the main appropriate to purpose and subject matter.

(10-14 marks)

A critical evaluation of efficiency of chosen systems, making valid recommendations. Candidates have clearly sourced theory and practice and have applied both appropriately and constructively in coming to valid, substantiated conclusions. Form and style of writing are fully appropriate to purpose and complex subject matter.

(15-18 marks)


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22

A2 Unit 13 Management in Travel and

Tourism

22.1 About this Unit In this unit, you will investigate the management of a travel and tourism organisation of your choice. Through detailed investigation and research using documents, observation of the work of the organisation and discussion with the managers, you need to provide an analysis of the organisation and the roles and responsibilities of managers within it.

You need to account for the organisations’ relationships with other external organisations and the external factors that influence the organisation currently and in the future.

This unit builds on Unit 2: Travel and Tourism – A People Industry and links with Unit 5: Marketing in Travel and Tourism.

22.2 How you will be assessed You need to produce a portfolio based on an investigation into management in a travel and tourism organisation of your choice.


A. knowledge and understanding of the structure of your chosen organisation, of the roles and responsibilities of managers within the organisation, and of the management skills they need

B. details of the way management responds to issues involved in staff recruitment, training and in managing the customer interface

C. an account of how studying documents, observation and discussion allowed you to develop your understanding of the management of the organisation

D. an evaluation of the nature and importance of external influences facing the management of the organisation and of the management’s response to them.

Unit 13 – Management in Travel and Tourism

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Organisation structure

All organisations have clear aims and business objectives, and the employees work collectively within an organisation structure to meet these objectives.

Organisation charts graphically depict the structure of an organisation and show the departments within an organisation, the managers, assistants and the chain of command.

The organisation chart shows the reporting line and the decision makers. Consider how:

• personnel interact with one another within and between departments

• information is communicated within and between the different departments, levels and sites.

The roles and responsibilities of managers

You must investigate the roles and responsibilities of the managers. It is the effective management of an organisation which will determine its success in the future. If it is ineffectively managed, then the organisation will struggle to survive in the long term.

It is the responsibility of the managers to ensure that they are organised and that they use effective time management.

Through detailed investigation of the effectiveness of the management of the organisation, using documents, observation of the work of the organisation and discussion with managers, you should be able to identify areas for improvement within the organisation. Consider:

• planning: anticipated requirements, regular, ad hoc

• day to day: crisis management

• review and improvement.

Managers will have responsibility for any number of staff, depending on the size of the organisation. You need to investigate how the following staffing issues are managed.


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Terms of employment:

• types of contract: temporary, permanent, seasonal

• ad hoc shifts.

• Recruitment and selection:

• impacts on the business of recruiting new staff

• methods of recruitment used, such as internal appointments, the use of agencies, head hunting

• methods of selection: one to one or panel interviews, psychometric testing, presentations by candidates.

Appraisal and training:

• the purpose and rationale of appraisal

• the appraisal system used

• time scales

• types of training used: succession, classroom, internal, external, on the job.

Disciplinary and grievance:

• an overview of the disciplinary and grievance procedures used.

Managing the customer interface

It is the manager’s responsibility to oversee the day to day delivery of customer service. You should explain the customer service policies and procedures and account for how the managers oversee:

• customer service delivery

• the monitoring of customer service

• customer service improvement.


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The external environment

To understand fully the management of an organisation, it is important to learn about the environment within which travel and tourism organisations operate. Changes within the external environment affect the organisation in the following ways.

Relationships with:

• suppliers

• other organisations

• business partners.

Responding to external factors:

• political

• societal

• environmental.

Responding to external influences:

• local and national

• developments within the sector

• competition.

Having an understanding of where the organisation is placed at the moment will allow you to suggest ways in which it will change and adapt in the future and give justification for your ideas.


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22.4 Assessment Criteria Unit 13 – Management in Travel and Tourism

You need to produce a portfolio based on an investigation into management in a travel and tourism


A. knowledge and understanding of the structure of your chosen organisation, of the roles and

B. details of the way management responds to issues involved in staff recruitment, training and in

C. an account of how studying documents, observation and discussion allowed you to develop your

D. an evaluation of the nature and importance of external influences facing the management of the


AO1 A basic description of the organisation structure and its business aims. The organisation structure is presented with some understanding of the role of managers and of the management skills they need.

(1-3 marks)

Clear understanding of the organisation structure, its purpose and inter-relationships and how managers work towards achieving the business aims. Various management skills are explored.

(4-6 marks)

AO2 At least one example of the way management responds to an issue is provided. There is a basic application of the relevance and success of the response to at least one issue.

(1-4 marks)

Some relevant examples of management responses to issues are provided. There is a clear attempt to apply the relevance and success of the responses to those issues, and an awareness of how well the organisation’s policies worked in practice.

(5-8 marks)

AO3 Some evidence is provided of basic research from documents, observation and discussion with managers. Some of the material used may not be relevant. Ideas are communicated in a way that is adequate to convey meaning with no more than limited use of specialist vocabulary. There are noticeable errors in accepted conventions of written communication.

(1-4 marks)

Clear evidence is provided of mostly relevant research from various documents, observation and discussion with managers. There is some analysis of links between the results from the three types of research though this may be lacking in detail. Ideas are communicated with some structure evident with some use of appropriate specialist vocabulary. There are some errors in accepted conventions of written communication.

(5-8 marks)

AO4 A description of at least one external influence facing the organisation, with an attempt at a basic evaluation of the way the organisation has responded/is responding to the external influences. There may be little or no attempt to evaluate the relative importance of the external influences. Form and style of writing convey meaning adequately.

(1-4 marks)

A description of some of the external influences facing the organisation, with some evaluation of the way the organisation has responded/is responding to those influences. The relative importance of the external influences chosen may not be made explicit. Form and style of writing convey meaning with some structure.

(5-9 marks)



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organisation of your choice.

responsibilities of managers within the organisation, and of the management skills they need (AO1)

managing the customer interface (AO2)

understanding of the management of the organisation (AO3)

organisation and of the management’s response to them. (AO4)


Candidates demonstrate detailed knowledge and understanding of the organisation structure, its purpose and inter-relationships, with an explanation of how these help to meet the business aims. Many skills are linked to effective management strategies.

(7-9 marks)

A well developed investigation into the organisation showing comprehensive and in-depth knowledge and understanding of the roles of managers within the organisation. Candidates are able to determine what makes an effective organisation structure and how managers use a range of management strategies to make the structure effective.

(10-12 marks)

Examples of management responses to a range of issues are provided. Candidates make a detailed application of the relevance and success of the responses to those issues, explaining in detail how well company policy was applied in practice.

(9-12 marks)

Examples of management responses to a wide range of issues are provided. Candidates make a well developed application of the relevance and success of the responses to those issues considering them critically in the context of the organisation’s stated management policies.

(13-15 marks)

Evidence is provided of detailed research from a range of documents, observation and discussion with managers. Candidates analyse how the three types of research have complemented each other. Ideas are communicated using a logical structure with good use of specialist vocabulary where appropriate. There are occasional errors in accepted conventions of written communication.

(9-12 marks)

Evidence is provided of well developed research from a wide range of documents, observation and discussion with managers. Candidates analyse clearly how strategies have been developed to ensure that the three types of research could complement each other. Ideas are communicated clearly in a coherent structure with consistently good use of specialist vocabulary. There are few errors in accepted conventions of written communication.

(13-15 marks)

A description of a range of external influences facing the organisation with a detailed evaluation of their relative importance. A detailed evaluation of the way the organisation has responded/is responding to those influences. Form and style of writing are in the main appropriate to purpose and subject matter.

(10-14 marks)

A description of a wide range of external influences facing the organisation with a comprehensive evaluation of their relative importance. A thorough evaluation of a variety of ways the organisation has responded/is responding to those influences. Form and style of writing are fully appropriate to purpose and complex subject matter.

(15-18 marks)


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23

A2 Unit 14 Special Interest/Activity Holidays

23.1 About this Unit In this unit you will investigate the market for special interest and activity holidays, including the provision of health and safety. Special interest and activity holidays include sporting, adventure, cultural, eco-environmental, educational, religious, heritage, working and other specialised types of holiday. Some special interest and activity holidays are based at a single holiday destination but others are itinerant. Such holidays are distinct from ‘mass tourism’ and often have to be designed in a flexible way to meet the particular needs of the individuals, families or groups involved.

Special interest and activity holidays take place both within the UK and overseas.

This unit allows you to explore your own values and attitudes.

This unit builds on work completed in Unit 3: Travel Destinations. The work in this A2 unit makes a higher level of demand because of the greater emphasis on the predictions of future trends, and on the element of evaluation in all aspects of the work.

23.2 How you will be assessed You need to produce a portfolio based on an investigation of two specialist tourist markets, one of which must be an itinerant tourism market, and at least one of which must be an overseas market.


A. the range of holidays and tour operators within each of the chosen markets, the provision they need to make for the health and safety of clients, and the patterns of tourist flow

B. changes in the market during approximately the last ten years, and predictions of future trends

C. research from a variety of sources, including the internet, using a range of methods that are relevant to your chosen markets, and an analysis of the results of your research

D. evaluation of the strength and reliability of your sources, your research methods, and the conclusions and predictions that you make.

It will be of benefit to you if you are able to carry out research on a range of companies operating in your chosen markets, using a variety of sources including the internet.

Unit 14 – Special Interest/Activity Holidays

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The range of special interest and activity holidays

You need to appreciate the enormous range of special interest and activity holidays that are available. These include holidays both in the UK and overseas, those based at one or two resorts, and itinerant holidays where people move around from place to place during their holiday. Some itinerant tourists are described as ‘independent travellers’.

Special interest and activity holidays include:

• sporting holidays, e.g. golf, football tours, watching athletics championships

• adventure holidays, e.g. swimming with sea lions around the Galapagos islands, travelling overland from London to Kathmandu, diving, canoeing, trekking

• eco/environmental holidays, e.g. counting the grey wolf in the Balkans, conservation of coral reefs in Mexico, bird watching, safaris

• volunteer work with National Park Authorities, the National Trust, British Trust for Conservation Volunteers (BTCV), or county Wildlife Trusts

• cultural holidays, e.g. visiting art galleries in Florence and Venice, studying cookery and wine in the Loire valley, a jazz festival in St Lucia

• educational tourism such as painting, cookery, dancing, learning a language

• health and fitness tourism such as staying at a health spa

• cultural tourism such as visiting a musical or artistic event

• heritage tourism, including visiting places of architectural, archaeological and historical interest

• working holidays, such as helping at a children’s camp, conservation volunteering, archaeological work, and grape picking

• religious holidays, including pilgrimages and retreats

• walking holidays.

This list is not exhaustive.


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Tour operators in the market

It is important to understand why a variety of tour operators caters for these specialist markets and why these include smaller, independent organisations as well as larger companies whose brochures may be found in high street travel agencies.

You need to know why different types of tour operator are likely to seek, and to appeal to, different types of tourist.

Tour operators vary enormously and include:

• independent operators, not owned by large organisations, which may be small or medium sized

• specialists in ‘tailor-made’ holidays (put together to meet the needs of individual tourists, as opposed to ‘off-the-peg’ holidays)

• transport principals (airlines, cruise lines, railway or car-hire companies)

• specialists in particular tourism markets (such as those providing educational visits for schools) or in particular destinations.

Health and safety of clients

It is important that you understand the requirements of health and safety legislation and the impact that this has on the industry. An operator’s employees have a duty to care for their company’s clients. As there is often an element of danger in any activity, they must have recognised procedures in place to cover the ‘What if …?’ scenario.

You need to understand the health and safety requirements of your chosen specialist tourism markets. In particular you need to understand ‘Duty of Care’ and the methods used by specialist tour operators to ensure a healthy and safe environment for their clients.

This includes providing staff that have:

• appropriate qualifications approved by governing bodies

• first aid training

• health and safety training.


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Tourism flows

Some tourism markets are busier at certain times of the year. Customers may be more inclined to travel:

• in some seasons rather than others

• at or around particular calendar events.

Your chosen markets may show peak and off-peak periods, or expensive and cheaper periods, or there may be a pattern of types of tourist visiting certain areas at one time of the year and other areas at different times. For example:

• cruises to the Mediterranean may be busier and more expensive in the summer, while cruises to the Caribbean are less popular during the hurricane season

• specialist holidays in the European Alps include skiing during winter months and walking, rock climbing and parachuting during summer

• the seasons of the Hajj pilgrimage to Mecca and Easter pilgrimages to Jerusalem are determined by religious calendars

• some resorts offer specialised holiday packages as a means of extending their season.

You should be aware of when tourists are most likely to undertake particular types of holiday in different parts of the world.


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Changes over approximately the last ten years and predicted future trends

You need to learn about some of the issues and problems for the travel and tourism industry in the development of the markets for special interest and activity tourism. These markets have changed over the last ten years but this change has not been equal across all market areas.

Changes have taken place, and will continue to take place, in:

• the size of the market

• destinations covered

• tour operators involved

• customer types sought

• patterns of tourism flows.

When available, you should use statistics to analyse these changes and their causes and, where appropriate, to help predict possible future changes. You should have knowledge of the changes that occurred in your chosen markets and the reasons for them.


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Factors which have affected, and may continue to affect, the market include:

• changes in the values and attitudes both of the potential customers for the holidays and of people in the areas they intend to visit

• changing threats to the international tourist market due to developments in the global political situation

• the influence of public sector bodies

• changing fashions for ‘gap years’ affecting the tourist market amongst young people

• changes in the scale of investment by companies in the world cruise fleet

• changes in the size and wealth of the market among retired people

• changes in the price of fuel

• local scale changes that affect particular markets.

You should understand how your own values and attitudes affect your views.


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23.4 Assessment Criteria Unit 14 - Special Interest/Activity Holidays

You need to produce a portfolio based on an investigation of two specialist tourist markets, one of which


A. the range of holidays and tour operators within each of the chosen markets, the provision they need to

B. changes in the market during approximately the last ten years, and predictions of future trends (AO2)

C. research from a variety of sources, including the internet, using a range of methods that are relevant to

D. evaluation of the strength and reliability of your sources, your research methods, and the conclusions


AO1 Candidates show basic knowledge, skills and understanding in describing some of the holidays and tour operators available, some of the health and safety issues, and patterns of tourist flow.

(1-3 marks)

Candidates show clear knowledge and some relevant skills and understanding in describing a range of holidays and tour operators available, of health and safety issues, and patterns of tourist flow.

(4-6 marks)

AO2 A basic attempt to apply knowledge, skills and understanding in describing changes in the tourist market in the last ten years and in attempting to predict future trends.

(1-4 marks)

A clear attempt to apply knowledge, skills and understanding in describing changes in the tourist market in the last ten years and in attempting to predict future trends. There is some awareness of how changing values and attitudes have influenced these changes.

(5-8 marks)

AO3 Candidates carry out some basic research from a narrow range of sources. Some of the research is relevant and presented in a way that suits the candidates’ aims. The research allows candidates to carry out some basic analysis. Ideas are communicated in a way that is adequate to convey meaning with no more than limited use of specialist vocabulary. There are noticeable errors in accepted conventions of written communication.

(1-4 marks)

Research is carried out clearly using various sources. Most of the research is relevant and is presented in a way that allows candidates to achieve some parts of their stated aims. The research allows some clear analysis. Ideas are communicated with some structure evident with some use of appropriate specialist vocabulary. There are some errors in accepted conventions of written communication.

(5-8 marks)

AO4 Candidates are able to make a basic comparison between the two market areas studied and to draw some simple conclusions. Basic attempt at evaluation of one or more of:

- the strength and reliability of the sources - the research methods used - the influence of values and attitudes, including

the candidates’ own, on the study - the conclusions and predictions made.

Form and style of writing convey meaning adequately.

(1-4 marks)

Clear comparison is made between the market areas and some relevant conclusions are drawn. A clear attempt to evaluate, with some objectivity, most of:

- the strength and reliability of the sources - the research methods used - the influence of values and attitudes, including

the candidates’ own, on the study - the conclusions and predictions made.

Form and style of writing convey meaning with some structure.

(5-9 marks)



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must be an itinerant tourism market, and at least one of which must be an overseas market.

make for the health and safety of clients, and the patterns of tourist flow (AO1)

your chosen markets, and an analysis of the results of your research (AO3)

and predictions that you make. (AO4)


Candidates show detailed knowledge, relevant skills and good understanding in describing the range of holidays and tour operators, the provision of health and safety issues, and patterns of tourist flow.

(7-9 marks)

Candidates show very detailed knowledge, well-developed skills and clear understanding in describing the range of holidays and tour operators available, the provision of health and safety issues, and patterns of tourist flow. Shows great motivation and organisation.

(10-12 marks)

A detailed application of knowledge, skills and understanding in describing a range of changes in the tourist market in the last ten years and in predicting future trends. There is a sound awareness of how changing values and attitudes have influenced these changes.

(9-12 marks)

A well developed application of knowledge, skills and understanding in describing a comprehensive range of changes in the tourist market in the last ten years, and in attempting to predict future trends. There is a critical awareness of how changing values and attitudes have influenced these changes.

(13-15 marks)

Research is detailed and shows some originality and initiative in using a variety of sources. The research is relevant, is presented logically and allows candidates to achieve most of their aims, including detailed analysis. Ideas are communicated using a logical structure with good use of specialist vocabulary where appropriate. There are occasional errors in accepted conventions of written communication.

(9-12 marks)

Research is comprehensive and shows originality and initiative in using a wide variety of sources. The research is thorough and allows candidates to achieve their aims. The research allows critical analysis. Ideas are communicated clearly in a coherent structure with consistently good use of specialist vocabulary. There are few errors in accepted conventions of written communication.

(13-15 marks)

Candidates make a detailed comparison between two market areas and draw relevant conclusions. A good evaluation, which is objective and in some detail, of:

- the strength and reliability of the sources - the research methods used - the influence of values and attitudes, including the

candidates’ own, on the study - the conclusions and predictions made.

Form and style of writing are in the main appropriate to purpose and subject matter.

(10-14 marks)

Candidates make a thorough and well developed comparison between the two market areas and draw valid, substantiated conclusions. A comprehensive and critical evaluation of:

- the strength and reliability of the sources - the research methods used - the influence of values and attitudes, including the

candidates’ own, on the study - the conclusions and predictions made.

Form and style of writing are fully appropriate to purpose and complex subject matter.

(15-18 marks)


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Key Skills and Other Issues

24

Key Skills – Teaching, Developing and Providing Opportunities for

Generating Evidence

24.1 Key Skills The opportunity to develop and generate evidence of achievement of the Key Skills is integral to all Advanced Subsidiary and Advanced Level specifications. The opportunities are identified within each unit. There are two styles of signposting used in this specification: Keys to Attainment and Signposts of the Opportunity for Attainment.

Keys to Attainment The Key Skills or aspects of Key Skills identified by the Keys to Attainment are central to vocational achievement. If a student has met the indicated vocational requirements of the unit, the Key to Attainment shows that the relevant aspect of the Key Skill(s) will also have been achieved. Any such achievement is subject to assessment by the centre against the relevant Key Skills’ assessment criteria. A Key to Attainment does not negate the need for candidates to develop and practise the Key Skill during delivery. Indeed, better demonstration of the relevant Key Skill(s) will serve only to enhance the performance of the candidate on the relevant unit(s).

Signposts of the Opportunity for Attainment

There are naturally occurring opportunities for the development of Key Skills during the teaching, learning and assessment of the unit. Candidates will not necessarily achieve the signposted Key Skill through the related vocational evidence. Candidates may well need to gain additional evidence elsewhere in their course of study to ensure that the full requirements of the Key Skills Unit(s) are fully met. Teachers will need to structure the teaching, learning and assessment opportunities to the requirements of the unit(s) if candidates are to take full advantage of the opportunities available to them.

Further details of the relationship between Key Skills units and the work produced to meet the requirements of the units in this specification can be found in the Teachers’ Guide that accompanies this specification.

Tables summarising the Key Skills opportunities are given in Appendix B.


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25

Spiritual, Moral, Ethical, Social, Cultural and Other Issues

25.1 Spiritual, Moral, Ethical, Social and Cultural Issues

The AQA AS and Advanced GCE qualifications in Travel and Tourism offer a wide range of opportunities for the exploration of spiritual, moral, ethical, social and cultural issues.

This specification includes a range of interconnected themes which allow teachers and candidates to explore their implications. Candidates are encouraged to understand and discuss the implications of decisions that may influence communities, populations and individuals. Within the units, specific references are made to links with spiritual, moral, ethical, social and cultural issues. For example, implicit in Unit 11: Impacts of Tourism is the recognition that the impacts of tourism often have moral, ethical and social parameters.

Candidates should show knowledge and an awareness that society is made up of individuals with a variety of opinions and needs. Candidates need to be familiar with the concept that differing values and attitudes exist and should reflect on their own beliefs. They should be aware that differences in society may lead to conflicts of interest and these can be explored through the study of Unit 6: Tourism in the UK, which explores the increase in countryside tourism, leading to an increase in standard of living for some but possible negative effects on the environment.

Candidates should be aware that the peoples of the world embrace a variety of cultures and these change over time and space. The specification provides candidates with the opportunity to gain an awareness of how the travel and tourism industry has contributed to a greater awareness of other cultures and lifestyles.

It is hoped that candidates will gain a greater awareness of aspects of human life other than the physical and material. The concept of quality of life should be considered together with the social and cultural wealth of nations.


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25.2 European Dimension AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this specification and associated specimen papers. European examples should be used where appropriate in the delivery of the subject content, for example, Unit 3: Travel Destinations involves study of the Europe-wide travel industry.

25.3 Environmental Education AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility: An Agenda for Further and Higher Education 1993 in preparing this specification and associated specimen papers. The nature of this specification makes it ideally suited to enable candidates to appreciate the effects of travel and tourism on the environment. Unit 10: Current Issues in Travel and Tourism and Unit 14: Special Interest/Activity Holidays provide an ideal opportunity for candidates to discuss the effects of travel and tourism on the environment.

25.4 Avoidance of Bias AQA has taken great care in the preparation of this specification and associated specimen papers to avoid bias of any kind.

25.5 Issues for Centres in Wales and Northern Ireland

Terms, legislation or aspects of government that are different from those in England should not disadvantage candidates in Wales or Northern Ireland. Where such situations might occur, including in the external tests, the terms used have been selected as neutral, so that programmes can be developed to reflect local and regional circumstances.


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Centre-Assessed Units

26

Guidance on Setting Centre- Assessed Units

26.1 Portfolio Advisers AQA appointed Portfolio Advisers will be able to assist centres with any matters relating to portfolio units. Each centre is allocated a Portfolio Adviser as soon as AQA is informed that they are following the specification. Centres are therefore requested to ensure that they have completed an intention to enter form as soon as they start to offer this specification.

26.2 Guidance on Applying the Unit Assessment Criteria

When assessing candidates’ work, teachers/assessors should consider the level of attainment demonstrated in four broad areas within the demands and context of the specific unit being assessed:

• the depth and breadth of understanding

• the level of skills

• the level of synthesis, analysis and evaluation

• the level of independence and originality.

In the Assessment Criteria for each unit, mark ranges are specified for each Assessment Objective. When assessing a candidate’s portfolio of work, teachers/assessors should use their professional judgement to identify, for each Assessment Objective, the mark band description within which that work falls and then the mark within that range that best describes the depth and quality of the work. To achieve the higher mark bands, candidates should show greater depth and breadth of understanding, higher level skills, higher levels of synthesis, analysis and evaluation and higher levels of independence and originality as required in the Assessment Criteria, to achieve the higher mark band descriptions. Work that clearly meets all the requirements of the mark band description should be awarded the maximum mark identified. Aspects of the work that might fall short of meeting, in full, the description but which do not, in the judgement of the teacher/assessor sufficiently influence the overall level of achievement to merit the work being assigned to a lower mark band, will reduce the mark awarded within the identified range available.


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This can be expressed as identifying the ‘best-fit’ approach, where the areas of strength in the work submitted by the candidate can be allowed to compensate for weaknesses in other areas. In addition, it must be appreciated that work will be expected, where indicated, to demonstrate an appropriate level of Quality of Written Communication, including the use of appropriate specialist vocabulary, as identified in the Assessment Objectives (Section 6.2). Further information and guidance on the application of the Assessment Criteria will be provided at annual standardising meetings (Section 28.1) and in the Teachers' Guide to accompany this specification.

26.3 Assessment of Group Work Group work is a useful way of obtaining information for some activities but it is important that individual candidates meet the assessment criteria requirements. Teachers/assessors assessing the evidence will need to be convinced of its individual authenticity. Questioning can be used in order to clarify the validity, authenticity and sufficiency of evidence and, under these circumstances, the teacher/assessor may wish to include a dated witness statement detailing this evidence. It is expected that the use of such statements will be kept to a minimum so that they constitute a very minor part of the submitted evidence.

It is recognised that there can be instances where candidates are required to carry out tasks as part of a group and the group-working skills are an integral part of the assessment requirements. In such cases this general guidance on group work will be superseded by the specific requirements and instructions of the individual unit(s).


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27

Supervision and Authentication

27.1 Supervision of Candidates’ Work

Candidates’ work for assessment must be undertaken under conditions which allow the teacher to supervise the work and enable the work to be authenticated. If it is necessary for some assessed work to be done outside the centre, sufficient work must take place under direct supervision to allow the teacher to authenticate each candidate’s whole work with confidence.

27.2 Guidance by the Teacher The work assessed must be solely that of the candidate concerned. Any assistance given to an individual candidate which is beyond that given to the group as a whole must be recorded on the Candidate Record Form (Section 29.2).

27.3 Unfair Practice At the start of the course, the supervising teacher is responsible for informing candidates of the AQA Regulations concerning malpractice. Candidates must not take part in any unfair practice in the preparation of portfolio work to be submitted for assessment, and must understand that to present material copied directly from books or other sources, without acknowledgement, will be regarded as deliberate deception. Centres must report suspected malpractice to AQA. The penalties for malpractice are set out in the AQA Regulations.

27.4 Authentication of Candidates’ Work

Both the candidate and the teacher are required to sign declarations on the Candidate Record Form, confirming that the work submitted for assessment is the candidate’s own. The teacher declares that the work was conducted under the specified conditions and records details of any additional assistance.


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28

Standardisation

28.1 Standardising Meetings Annual standardising meetings will usually be held in the autumn term. Centres entering candidates for the first time must send a representative to a meeting. Attendance is also mandatory in the following cases:

• where there has been a serious misinterpretation of the specification requirements

• where the nature of portfolio tasks set by a centre has been inappropriate

• where a significant adjustment has been made to a centre’s marks in the previous year’s examination.

Otherwise attendance is at the discretion of centres and availability of places. At these meetings support will be provided for centres in the development of appropriate portfolio tasks and assessment procedures.

28.2 Internal Standardisation of Marking

The centre is required to standardise the assessment across different teachers and teaching groups, within and across units, to ensure that all work at the centre has been judged against the same standards. If two or more teachers are involved in marking units, one teacher must be designated as responsible for internal standardisation. Common pieces of work must be marked on a trial basis and differences between assessments discussed at a training session in which all teachers involved must participate. The teacher responsible for standardising the marking must ensure that the training includes the use of reference and archive materials such as work from a previous year or examples provided by AQA. The centre is required to send to the moderator a signed form Centre Declaration Sheet confirming that the marking of portfolio work at the centre has been standardised. If only one teacher has undertaken the marking, that person must sign this form.


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29 Administrative Procedures

29.1 Recording Assessments The candidates’ work must be marked according to the assessment criteria set out. Teachers should keep records of their assessments during the course in a format which facilitates the complete and accurate submission of the final overall assessments at the end of the course on the Candidate Record Forms.

29.2 Candidate Record Forms Candidate Record Forms are available on the AQA website in the Administration area. They can be accessed via the following link http://www.aqa.org.uk/admin/p_course.php

29.3 Submitting Marks and Sample Work for Moderation

For each portfolio unit, a mark for each candidate must be submitted to AQA by the date specified in the year in which the unit is to be awarded. Centres will be informed which candidates’ work is required in the samples to be submitted to the moderator.

29.4 Factors Affecting Individual Candidates

Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments.

Special consideration should be requested for candidates whose work has been affected by illness or other exceptional circumstances. Information about the procedure is issued separately.

If work is lost, AQA should be notified immediately of the date of the loss, how it occurred and who was responsible for the loss. AQA will advise on the procedures to be followed in such cases.

Where special help which goes beyond normal learning support is given, AQA must be informed so that such help can be taken into account when assessment and moderation take place.

Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment. Possible courses of action depend on the stage at which the move takes place. If the move occurs early in the course, the new centre should take responsibility for assessment. If it occurs late in the course, it may be possible to accept the assessments made at the previous centre. Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases.


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29.4 Retaining Evidence The centre must retain the work of candidates, with Candidate Record Forms attached, under secure conditions, from the time it is assessed until the day after the deadline for enquiries about results, to allow for the possibility of an enquiry upon results. The work may be returned to candidates after the issue of results provided that no enquiry upon results is to be made which will include re-moderation of the work in the portfolio unit(s). If an enquiry upon result is to be made, the work must remain under secure conditions until requested by AQA.


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30

Moderation

30.1 Moderation Procedures Moderation of the portfolio work is by inspection of a sample of candidates’ work, sent by post from the centre to a moderator appointed by AQA. The centre marks must be submitted to AQA and the moderator by specified dates, and the sample of work must reach the moderator by the date requested.

Following the re-marking of the sample portfolio work, the moderator's marks are compared with the centre marks to determine whether any adjustment is needed in order to bring the centre’s assessments into line with standards generally. In some cases it may be necessary for the moderator to call for the work of other candidates. In order to meet this request, centres must have available the portfolio work and Candidate Record Forms of every candidate entered for the examination and be prepared to submit it on demand. Mark adjustments will normally preserve the centre’s order of merit, but where major discrepancies are found AQA reserves the right to alter the order of merit.

30.2 Post-Moderation Procedures On publication of the GCE results, the centre is supplied with details of the final marks for the portfolio unit(s).

The candidates’ work is returned to the centre after the examination with a report form from the moderator giving feedback to the centre on the appropriateness of the tasks set, the accuracy of the assessments made, and the reasons for any adjustments to the marks.

Some candidates’ work may be retained by AQA for archive purposes.


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Awarding and Reporting

31

Grading, Shelf-Life and Re-Sits

31.1 Qualification Titles The qualifications based on these specifications have the following titles:

AQA Advanced Subsidiary GCE in Travel and Tourism

AQA Advanced Subsidiary GCE (Double Award) in Travel and Tourism

AQA Advanced GCE in Travel and Tourism

AQA Advanced GCE (Double Award) in Travel and Tourism.

31.2 Grading System The Advanced Subsidiary Single Award qualification will be graded on a five-grade scale: A, B, C, D and E. Candidates who fail to reach the minimum standard for grade E will be recorded as U (unclassified) and will not receive a qualification certificate.

The Advanced Single Award qualification will be graded on a six-grade scale: A*, A, B, C, D and E. To be awarded an A*, candidates will need to achieve a grade A on the full A level qualification and an A* on the aggregate of the A2 units. Candidates who fail to reach the minimum standard for grade E will be recorded as U and will not receive a qualification certificate.

The Advanced Subsidiary Double Award qualification will be graded on a nine-grade scale: AA, AB, BB, BC, CC, CD, DD, DE and EE. Candidates who fail to reach the minimum standard for grade EE will be recorded as U (unclassified) and will not receive a qualification certificate.

The Advanced with Advanced Subsidiary (additional) qualification will be graded on a ten-grade scale: A*A, AA, AB, BB, BC, CC, CD, DD, DE, EE. To be awarded an A*A, candidates will need to achieve an AA on the full qualification and an A* on the aggregate of the three A2 units. Candidates who fail to reach the minimum standard for EE will be recorded as U (unclassified) and will not receive a qualification certificate.

The Advanced Double Award qualification will be graded on an eleven-grade scale: A*A*, A*A, AA, AB, BB, BC, CC, CD, DD, DE and EE. To be awarded an A*A*, candidates will need to achieve a grade AA on the full A level qualification and an A* on the aggregate of the A2 units. To be awarded an A*A, candidates will need to achieve a grade AA on the full A level qualification and an A* on the aggregate of the best three A2 units. Candidates who fail to reach the minimum standard for grade EE will be recorded as U (unclassified) and will not receive a qualification certificate.


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Where the unit results permit, a candidate who fails to achieve a Double Award will be able to claim an award for an appropriate subset of units. For example, a candidate who is recorded as U for the Advanced Level Double Award may have sufficiently good unit results to claim an Advanced Subsidiary Single Award, Advanced Subsidiary Double Award, Advanced Level Single Award and/or Advanced with Advanced Subsidiary (additional) award. Centres will be required to request a revised qualification entry or entries in such circumstances.

Individual assessment unit results will be certificated.

31.3 Internally Assessed Units The raw mark out of 60 will be scaled to a range of 100 uniform marks. The ranges of uniform marks available for each grade are as follows:

U E D C B A

Unit 0 - 39 40 - 49 50 - 59 60 - 69 70 - 79 80 - 100

A candidate’s work will be awarded a raw mark as detailed in Section 26.2, Guidance on applying the unit assessment criteria. It is possible for a candidate’s work to be awarded a raw mark at the bottom of the mark range that results in a Grade U award for that unit. These marks will be converted to Uniform Marks and count towards the total Uniform Mark Score.

31.4 Grading of each Unit For both internally- and externally- assessed units, the minimum raw mark for each grade will be recommended by an awarding committee. The boundary decisions will be reported to centres for each unit at each assessment opportunity. For both internally- and externally- assessed units candidates’ raw marks will be converted by AQA to Uniform marks, which will be reported to the centre.


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31.5 Qualification The Uniform Mark Score achieved by the candidate for each unit is recorded and added to those for the other units to give an overall Uniform Mark total. This total for the qualification is then compared to the ranges allocated to each grade.

U E D C B A

UMS for the AS Single Award Qualification

0 - 119 120 - 149 150 - 179 180 - 209 210 - 239 240 - 300

UU EE DE DD CD CC BC BB AB AA

UMS for the AS Double Award Qualification

0 - 239

240 - 269

270 - 299

300 - 329

330 - 359

360 - 389

390 - 419

420 - 449

450 - 479

480 - 600

U E D C B A

UMS for the Advanced Level Single Award

Qualification 0 - 239 240 - 299 300 - 359 360 - 419 420 - 479 480 - 600

To be awarded an A* for the A level single award, candidates will need to achieve a grade A on the A level and a total of at least 270 uniform marks on the A2 units.

U EE DE DD CD CC BC BB AB AA

UMS for the A-Level with AS (Additional)

Qualification

0 - 359

360 - 404

405 - 449

450 - 494

495 - 539

540 - 584

585 - 629

630 - 674

675 - 719

720 - 900

To be awarded an A*A for the A level with AS (additional) award, candidates will need to achieve a grade AA on the whole qualification and a total of at least 270 uniform marks on the A2 units. A*A is the highest grade available for this qualification.

UU EE DE DD CD CC BC BB AB AA

UMS for the Advanced Level Double Award

Qualification

0 - 479

480 - 539

540 - 599

600 - 659

660 - 719

720 - 779

780 - 839

840 - 899

900 - 959

960 - 1200

To be awarded an A*A* for the A level double award, candidates will need to achieve a grade AA on the A level and a total of at least 540 uniform marks on the A2 units. To be awarded an A*A, candidates will need to achieve a grade AA on the A level and a total of at least 270 uniform marks on the best three A2 units.


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31.6 Shelf-Life of Unit Results The shelf-life of individual unit results, prior to the award of the qualification, is limited only by the shelf-life of the specification.

31.7 Assessment Unit Re-Sits Each assessment unit may be re-taken an unlimited number of times within the shelf-life of the specification. The best result will count towards the final award.

Marks for individual AS or A2 units may be counted only once towards an Advanced Subsidiary and/or an Advanced Level award.

Candidates who wish to repeat an award must enter for at least one of the contributing units and also enter for certification (cash-in). There is no facility to decline an award once it has been issued.

31.8 Minimum Requirements Candidates do not have to reach a designated minimum standard on each unit to achieve certification. They will be graded on the basis of their performance on the qualification overall.


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Appendices

A

Performance Descriptors

The performance descriptors for GCE Travel and Tourism aim to describe learning outcomes and levels of attainment likely to be shown by a representative candidate performing at the A/B and E/U boundaries for the AS and A2. They illustrate the expectations at these boundaries for the AS and A2 as a whole; they have not been written at specification or unit level.

Each performance descriptor is aligned to one assessment objective. An alphabetical system has been used to denote each element of a performance description. There is no hierarchy of elements.

Performance descriptors are designed to assist examiners’ judgement at awarding meetings where the grade A/B and E/U boundaries will be set by examiners using professional judgement. This judgement will reflect the quality of the candidates’ work, informed by the available technical and statistical evidence. Performance descriptors will be reviewed continually and updated where necessary.

Teachers may find performance descriptors useful in understanding candidates’ performance across qualifications as a whole but should use the assessment criteria identified in the specification when assessing candidates’ work.


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GCE TRAVEL AND TOURISM

The performance descriptors for AS indicate the level of attainment characteristic of A/B and E/U should be interpreted in relation to the content outlined in the specification; they are not designed to define assessment objectives overall. Shortcomings in some aspects of assessment may be balanced by better

The requirement for all AS and A2 Level specifications to assess candidates’ quality of written

Assessment Objective 1 Assessment Objective 2

Assessment objectives for both AS and A level Candidates demonstrate knowledge

and understanding of the specified content, and of related skills, in vocationally related contexts

Candidates apply knowledge and understanding of the specified content and of related skills in vocationally related contexts

AS A/B boundary performance descriptors Candidates

a. demonstrate, with few omissions, sound knowledge and understanding of the specified content across a variety of vocationally related contexts

b. demonstrate, with few omissions, sound knowledge and understanding of the vocationally related skills required in a variety of situations

Candidates

a. apply broadly relevant knowledge and understanding of the specified content to familiar and some unfamiliar vocationally related situations

b. apply effectively the relevant skills in familiar and some unfamiliar vocationally related situations

AS E/U boundary performance descriptors Candidates

a. demonstrate basic knowledge and understanding of the specified content in given vocationally related contexts. There may be significant omissions

b. demonstrate basic knowledge and understanding of the vocationally related skills required in given situations. There may be significant omissions

Candidates

a. apply some knowledge and understanding of the specified content to familiar vocationally related situations

b. apply some relevant skills to familiar vocationally related situations, with guidance


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PERFORMANCE DESCRIPTORS

boundary candidates. They give a general indicator of the required learning outcomes. The descriptors the content. The grade awarded will depend in practice upon the extent to which the candidate has met the performance in others.

communication will be met through all four assessment objectives.

Assessment Objective 3 Assessment Objective 4 Quality of written communication

Candidates use appropriate research techniques to obtain information to analyse vocationally related issues and problems

Candidates evaluate information to make reasoned judgements, draw conclusions and make recommendations about vocationally related issues and problems

Candidates

a. use effectively a range of research techniques to obtain relevant information from a range of sources

b. use this information to analyse a range of vocationally related issues and problems

Candidates

a. evaluate the appropriateness of the information obtained through research

b. use the evidence to draw valid conclusions about vocationally related issues and problems

c. make well-reasoned judgements and recommendations about vocationally related issues and problems

Candidates

• a. use written expression

which conveys appropriate meaning

which uses appropriate specialist vocabulary

Candidates

a. use research techniques with guidance to obtain information

b. carry out some basic analysis of vocationally related issues and problems

Candidates

a. present information and draw basic conclusions about vocationally related issues and problems

Candidates

a. use written expression

which is adequate to convey meaning

which may be expressed in a non-specialist way


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The performance descriptors for A2 indicate the level of attainment characteristic of A/B and E/U should be interpreted in relation to the content outlined in the specification; they are not designed to met the assessment objectives overall. Shortcomings in some aspects of assessment may be balanced by

The requirements for all AS and A2 Level specifications to assess candidates’ quality of written

Assessment Objective 1 Assessment Objective 2

Assessment objectives for both AS and A level Candidates demonstrate knowledge and

understanding of the specified content, and of related skills, in vocationally related contexts

Candidates apply knowledge and understanding of the specified content and of related skills in vocationally related contexts

A2 A/B boundary performance descriptors Candidates

a. demonstrate in-depth knowledge and thorough understanding of the specified content across a range of vocationally related contexts

b. demonstrate in-depth knowledge and thorough understanding of the vocationally related skills required in a range of situations

Candidates

a. apply relevant knowledge and critical understanding of the specified content to familiar and unfamiliar vocationally related situations

b. effectively apply with few exceptions the relevant skills in familiar and unfamiliar vocationally related situations

c. demonstrate a good command of technical language. They select, organise and present relevant information in a clear, logical and appropriate form

A2 E/U boundary performance descriptors Candidates

a. demonstrate some knowledge and understanding of the specified content in given vocationally related contexts. There may be significant omissions

b. demonstrate some knowledge and understanding of the vocationally related skills required in given vocationally related situations. There may be significant omissions

Candidates

a. apply some knowledge and understanding of the specified content to some familiar and some unfamiliar vocationally related situations

b. apply relevant skills in some familiar and some unfamiliar vocationally related situations


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boundary candidates. They give a general indicator of the required learning outcomes. The descriptions define the content. The grade awarded will depend in practice upon the extent to which the candidate has better performance in others.

communication will be met through four assessment objectives.

Assessment Objective 3 Assessment Objective 4 Quality of written communication

Candidates use appropriate research techniques to obtain information to analyse vocationally related issues and problems

Candidates evaluate information to make reasoned judgements, draw conclusions and make recommendations about vocationally related issues and problems

Candidates

a. select and use a range of appropriate research techniques effectively to obtain relevant information from a range of sources

b. use this information to make a critical analysis of complex vocationally related issues and problems

Candidates

a. critically evaluate the appropriateness of the information obtained through research

b. use the evidence to draw valid and substantiated conclusions about vocationally related issues and problems

c. make well reasoned judgements and recommendations about vocationally related issues and problems

Candidates


which conveys appropriate meaning

which uses appropriate specialist vocabulary

Candidates

a. use research techniques with guidance to obtain relevant information from limited sources

b. make use of this information to carry out straightforward analysis of vocationally related issues and problems

Candidates

a. evaluate the appropriateness of some information obtained through research

b. use evidence to draw conclusions

c. make judgements about vocationally related issues and problems

Candidates


which is adequate to convey meaning

which may be expressed in a non-specialist way


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B

Summary of Key Skills Opportunities

= Keys to Attainment = Signposts

Communication Application of

Number Information Technology

Working with Others

Improving Own Learning and Performance

Problem Solving

C3.1a C3.1b C3.2 C3.3 N3.1 N3.2 N3.3 ICT3.1 ICT3.2 ICT3.3 WO3.1 WO3.2 WO3.3 LP3.1 LP3.2 LP3.3 PS3.1 PS3.2 PS3.3

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9

Unit 10

Unit 11

Unit 12

Unit 13

Unit 14


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C

Maps to accompany Unit 3 - Travel Destinations

C.1 Europe

Europe other than the UK


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C.2 North America

USA and Canada (excluding Hawaii)

Documents

Travel and Tourism - De La Salle - Homedelasallegeo.weebly.com/uploads/5/9/0/9/5909518/2012... · 2018-10-04 · Advanced Subsidiary and Advanced Level, 2012 examination – Travel