gcse leisure and tourism

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GCSE Leisure and Tourism

Schemes of Work – Units 1, 2, 3 and 4

Introduction

These schemes of work for the GCSE Leisure & Tourism and GCSE Leisure& Tourism (Double Award) are suggested as programmes of study, and are

not prescribed formally by AQA.

Teacher Resource Bank / GCSE Leisure and Tourism / Schemes of Work for Units 1: Understanding Leisure and Tourism / Version 1.0


Unit 1: Understanding Leisure and Tourism

Key idea / question

Learning Objectives & Outcomes

Teaching strategies Suggested case studies Teaching hours

Assessment opportunities

What is a leisure & tourism destination?

To understand what a leisure & tourism destination is.

Key definitions. Whole class surveys of places students have visited. Collate & present data results.

2 Peer assessment of presentations

Why do people visit these destinations?

To know the main reasons why people visit destinations.

Classify results by reason- holidays, business tourism & VFR.

What are the main types of L&T destinations in the UK and overseas?

To know that destinations can be classified by type (beach resort, city destinations, ski/snow resorts & National Parks).

Classification of exemplars provided by teacher into the four types.

UK and overseas examples, as required by the Specification on page 9, e.g. • Beach resorts- Bournemouth (UK) &

Benidorm (Spain) • City destinations- London (UK) & New

York City (USA) • Overseas Ski /snow sports- Cervinia

(Italy) • UK National Park- Pembrokeshire

Coast

2 Timed exam questions to develop examination practice and review of progress & understanding.

Other appropriate UK case studies might include • Seaside resorts: Blackpool,

Scarborough, Brighton, Llandudno, Bournemouth, Skegness, Great Yarmouth

• City destinations: Edinburgh, Cardiff, York, Bath, Chester, Stratford upon Avon


Copyright © 2008 AQA and its licensors. All rights reserved. klm 2

• National Parks: the Lake District, the Peak District, Snowdonia, Dartmoor, the Yorkshire Dales, the Broads.

Where are these destinations located and what is their appeal for tourists?

To be able to describe locations of resorts & explain their appeal as destinations. Candidates must study six destinations, as in the grid on p.9 of the Specification

Use of travel & holiday brochures, travel websites such as www.ba.com and www.expedia.co.uk and local gateway websites such as www.newforestnpa.gov.uk/ & www.spain.info to research these four types with detailed case notes on key attractions & facilities, then prepare and illustrate a Powerpoint presentation.

A breakdown might be to consider these case studies as sets to be studied- 4 hours- Seaside resorts 4 hours- City destinations 3 hours- Ski/snowsports resort 3 hours- UK National Park

14

How can people travel to these destinations?

To know the range of appropriate travel opportunities, dependent on the destination.

Develop case studies from above to incorporate suitable methods of travel (motorway & A road routes in the UK, departure & arrival airports, international rail and ferry routes).



Key idea / question




What is the difference between a short-haul & long haul destination?

To be able to use examples to describe the difference between short & long- haul destinations and that these can be classified by location and / or by flight times.

Tabular classification of destinations (e.g. card sorting) using resources such as atlases and online mapping packages such as Google maps & Google Earth; to include key word definitions of short-haul, long-haul, Mediterranean Basin and flight time.

2 Class quizzes adapted from popular TV game shows such as ‘Who wants to be..’; questions such as ‘Which of these is not a short haul destination?-

A. Benidorm B. Miami C. Rome D. Agadir

Using atlases as a research tool.

What factors affect people’s choice of destination?

• Range of products & services

• Weather & Climate

• Personal interests & tastes

• Cost • Accessibility • Promotion of

destinations • Events

To be able to explain the factors that affect people’s choice of destination

Students record definitions of the factors. Design questionnaires to research destinations and factors affecting choice for completion by adults that students know- staff at the centre, extended family and adult friends. Presentation & interpretation of results gathered from centre & home surveys

UK and overseas examples, as required by the Specification on page 9, e.g. • Beach resorts- Bournemouth (UK) &

Benidorm (Spain) • City destinations- London (UK) &

New York City (USA) • Overseas Ski /snowsports- Cervinia

(Italy) • UK National Park- Pembrokeshire

Coast Other appropriate UK case studies might include • Seaside resorts: Blackpool,

Scarborough, Brighton, Llandudno, Bournemouth, Skegness, Great Yarmouth

8 Written ‘pen-portraits’ of outcomes from questionnaires with correct explanation of affecting factors.



• City destinations: Edinburgh, Cardiff, York, Bath, Chester, Stratford upon Avon

• National Parks: the Lake District, the Peak District, Snowdonia, Dartmoor, the Yorkshire Dales, the Broads.



Key idea / question




What is a visitor attraction? What different activities are there at each attraction?

To be able to describe the range of leisure activities available at each attraction, and to describe and explain why the attractions try to meet the needs of different customer types & To be able to apply knowledge & understanding to explain how visitor attractions they have not studied seek to attract different customer types.

Investigation of the range of attractions specified, and what they offer visitors. Students might use leaflets and other tourism material, attraction’s own websites as well as tourism review sites such as www.tripadvisor.com Work may be recorded as a Powerpoint, case notes or a series of travel brochures/ leaflets for each type of attraction.

Candidates must study one UK and one overseas example of each type exemplified below (& including suggested possibilities) Natural attractions- UK- Mt. Snowdon, Giant’s Causeway Overseas- Grand Canyon, USA, Mt Vesuvius, Italy Historic Sites- UK- Hadrian’s Wall, Stonehenge Overseas- Coliseum, Rome & Machu Picchu, Peru Theme Parks- UK- Thorpe Park, Legoland Windsor Overseas- Disneyland Resort, Paris, France, Seaworld, Florida, USA Sports & Entertainment Venues UK- Wembley Stadium, MEN Arena, Old Vic Overseas- Nou Camp stadium, Barcelona, , Radio City Music Hall, theatres on Broadway, New York Built attractions- UK- London Eye, Tate Modern, Lowry, Salford Quays Overseas- Grand Canyon Skywalk, USA; Musee d’Orsay, Paris

12

Timed exam questions to develop examination practice and review of progress & understanding. Student self-assessment of produced brochures & leaflets, against teacher & peer set criteria. Exam questions to test application of knowledge & understanding to attractions not studied within lessons.



Key idea / question




How successfully do different visitor attractions try to meet the needs of different customer types?

To explain how successfully the different attractions meet the needs of these customer types- • Single people • Couples • Families with

children • Groups travelling

together • Age groups such

as children, teenagers and retired people

• Different ethnic & cultural groups

• People with special needs

Students identify the main groups and identify their specific needs. Attractions can be evaluated against pupil’s own criteria for each customer type.

6 Examination practice questions. Share assessment criteria with students to develop ‘best’ answers.

How can people travel to leisure & tourism destinations and attractions?

To learn about the various means of travel available to leisure & tourism destinations & attractions.

Describe the different modes and types of transport available, e.g. sea- (e.g.car and passenger ferries, fast catamaran, hovercraft); road, rail and air.

www.poferries.com www.seafrance.com www.calmac.co.uk www.irishferies.com www.speedferries.com www.hovertravel.co.uk and similarly corresponding websites / brochures for road, rail & air transport.

1



Key idea / question




Why do people have preferred travel options?

To explain why some travel options may be more likely to appeal to different customers.

Investigate the chosen methods of travel to local, national and international destinations by friends & family, and why they preferred or chose these methods.

3

What are the main modes, routes, terminals and gateways used to travel around, enter and leave the UK and to reach overseas destinations?

To learn about the transport infrastructure of the UK and internationally, for chosen (studied) destinations.

Web based research of the main providers, terminals and gateways into, around and departing from the UK. Students may write clear route descriptions from home areas and international gateways to studied leisure & tourism destinations, including within their local area.

The case studies are those students studied previously, with students now referring to transport modes, routes, terminals & gateways to reach the studied destinations These include principal London rail terminals, Channel Tunnel, cross-Channel and Irish Sea ferry ports, major international airports.

6

Flashcards and other stimuli to generate short quiz type activities within peer group settings. Blank outline UK & international maps with questions based on factual recall.

What are the main advantages & disadvantages of different methods of transport?

To be able to explain that different types of transport have advantages & disadvantages for the different customer types (noted above) and for different journeys.

Matching exercises for different customer types to a range of journeys with explanations of suitability in terms of cost, convenience & comfort, accessibility and environmental impacts.

4

Peer to peer judgments on likely suitability of journeys and factors chosen by students.



Key idea / question




What are the impacts of tourism on communities and the environment?

To know tourism can have both a positive & negative impact on communities, the environment at the destination and because of the journey to that destination.

Notes from textbooks for L&T and GCSE Geography. Studies of particular communities and their environments that clearly are impacted upon by tourism. Explanations of how different travel methods affect the environment to a greater or lesser extent.

Villages and towns in National Parks. Those destinations previously studied in Unit 1.

3

Examination practice questions. Share assessment criteria with students to develop ‘best’ answers.

How can impacts of tourism be classified?

To be able to classify impacts as economic, social & environmental To be able to describe and explain impacts caused by tourism on a destination.

Notes explaining each different type of impact. Classify those impacts examined above. Descriptions of those different impacts on destinations.

3

What is sustainability and why is it important for tourism?

To explain what sustainability means and why it is important for the leisure & tourism industries in the UK and internationally.

Develop a clear definition of ‘sustainability’ in relation to leisure and tourism. Written explanations of why sustainability is important, Apply this to at least one UK and one overseas destination case study.

http://www.gdrc.org/uem/eco-tour/eco-tour.html www.ecotourism.org

3



Key idea / question




What is ecotourism?

To explain what ecotourism is and what it aims to do.

Design promotional material and / or visitor guidelines for an ecotourism holiday.

www.ecotourism.org www.ethicalescape.com www.responsibletravel.com www.baobabtravel.com www.ecotourismholidays.co.uk www.travel-quest.co.uk/tqeco.htm

3

Teacher Resource Bank / GCSE Leisure and Tourism / Schemes of Work for Units 2: The Nature of Leisure and Tourism / Version 1.0


Unit 2: The Nature of Leisure and Tourism It is necessary to teach the content of this Unit, before candidates complete the assessment task strands.

Key idea / question




Candidates maintain a journal or other record of their investigations through each of the Strands B-F, this may then be used to inform the completion of this Strand. The actual production of the journal to meet the requirements of this Strand is likely to occur

late on in the chronological completion of this Unit.

Strand A CA hours- 4 How you planned and carried out your investigation.

What is leisure? To explain what leisure is.

Keyword definition

0.5 Recall meaning

What is the range of leisure activities available to people?

To know that there are many different opportunities for people to enjoy their leisure time.

Students’ own personal weekend & holiday leisure time clocks. Study & notes from textbooks. Surveys of peers, extended family and friends. Mind maps of the range of leisure activities available.

Students’ own examples and personal histories.

4 Assessment by class & team-based quiz games and ‘odd one out’ type activities

What is tourism? To explain what tourism is.

Keyword definition 0.5 Recall meaning

What are the main reasons for tourism?

To explain the major reasons for tourism

Relate the reasons to student’s and others’ experience.

Students’ own 3 Simple plenary



Key idea / question


Teaching strategies Suggested case studies teaching hours


How do people use L&T facilities? • Support • Travel • Provision for

people’s needs as tourists

To describe how people make use of L&T facilities

Writing to link leisure activities from previous work above to real local & national facilities Descriptions of how people may travel to destinations using examples of nearest bus routes, mainline rail networks and regional & national airports Candidates create ‘how to guides’ such as leaflets describing how people can use travel agents to plan & book holidays or TICs to gather information about touring an area.

Yellow pages Leisure provider directories from local authorities & libraries. Local, regional and national timetables and transport network maps. Visits to local high street travel agents (as a class or as a homework research task). www.touristinformationcentres.com/ www.information-britain.co.uk/tic.cfm

6 Strand B CA hours- 10 (In addition to the teaching hours of the preceding column). How people make use of leisure & tourism facilities provided in the chosen area/ destination OR by the chosen leisure & tourism organisation.



Key idea / question




What are the different types of leisure & tourism organisations & facilities?

To know the different types of L&T organisations & facilities.

Textbook studies of the range of organisations & facilities.

15 Strand C- CA hours- 10 (In addition to the teaching hours of the preceding column).

What is the range of leisure & tourism facilities in a local area or at a destination?

To describe & account for the range of leisure & tourism facilities in a local area or at a destination.

Examine and review leisure and tourism material such as local leisure web portals, Yellow Pages, leaflets, brochures, maps and guides, search engines such as www.google.com

According to a centre’s local area, or studied destination but may include examples or competitors such as Leisure centre, health & fitness clubs- www.roko.co.uk & www.davidlloyd.co.uk Theatres, cinemas, arenas, museums & galleries- www.birminghamhippodrome.com & www.myvue.com ; www.museums.co.uk And so on, as bulleted on p.13 of the Specification, See also TRB.

The range of leisure and tourism facilities currently provided in the chosen area/destination or by the chosen leisure and tourism organisation.

What is the range of facilities provided by one L&T organisation?

To describe & account for the range of leisure & tourism facilities provided by one leisure & tourism organisation.

A detailed examination of the range of facilities based on visits (real or virtual) to, or guest speakers from, an organisation.

Local leisure centre, multiplex cinema, hotel, train operator (The choice of organisation must be appropriate in scale, sufficient to provide students with the opportunity to achieve across all three levels of this Strand.)

The range of leisure and tourism facilities currently provided in the chosen area/destination or by the chosen leisure and tourism organisation



Key idea / question


Teaching strategies Suggested case studies Teaching Hours


What changes have occurred within the local area over the last years?

To describe and explain changes in leisure provision in the local area.

Interpretation of maps & aerial photos. Interviews with long-term residents of an area.

16 Strand D CA hours- 8 (in addition to the teaching hours of the preceding column).

How do these changes reflect national trends?

To describe and explain how these changes reflect trends nationally.

Apply changes in the local area to trends exemplified in textbooks with written explanations.

Recent changes in leisure & tourism in the chosen area / destination or chosen leisure & tourism organisation

How have travel opportunities and holiday booking patterns changed?

To describe and explain that opportunities for travel and booking patterns have changed & expanded

Examine how travel opportunities have increased by studying the growth (& demise?) of budget airlines, coach and rail providers.

www.ryanair.com ; www.easyjet.com ; www.bmibaby.com ; www.megabus.com/uk ; www.megatrain.com www.expedia.co.uk www.lastminute.com

How are these changes affecting the UK travel & tourism industry?

To describe and explain how these changes affect the UK travel & tourism industry.

Notes from textbooks. Application of understanding to case studies, possibly including on-line branches of high street travel agents and movement towards e-ticketing, for example.



Key idea / question


Teaching strategies Suggested case studies Teaching Hours


What changes have occurred in response to environmental concerns?

To describe and explain how the changes such as the growth of ecotourism have occurred in response to environmental concerns.

Classify ways in which leisure & tourism create environmental concerns (see Unit 1); exemplify responses by case studies and fact files.

www.ecotourism.org www.responsibletravel.com www.climatecare.org

How do leisure & tourism organisations use up to date business systems, such as ICT?

To know how L&T organisations use systems in ICT to support their business systems.

Study of an organisation’s use of ICT, by textbook, guest speaker or visit to the organisation. Profile the company to show where and how these systems are used.

A L&T organisation with suitable access to necessary information.

10

How do leisure & tourism organisations benefit from promoting & selling their products & services?

To describe, account for and evaluate the range of promotional techniques & materials used. See table, page 11 of the Specification.

Review of different promotional techniques and materials from textbooks. Deconstruction and annotation of exemplar promotional material (e.g. flyers, leaflets & brochures). Identification of local L&T organisations who use specific techniques (e.g. radio advertising). Explanations of why it is important that leisure & tourism organisations are able to sell their products and services.

Material and techniques gathered from the local area or chosen organisation.

Strand E CA hours- 8 (in addition to the teaching hours of the preceding column). The range of promotional materials & techniques used by one leisure and tourism organisation in the chosen area / destination or by the chosen leisure and tourism organisation.



How do leisure & tourism organisations benefit from recognising similarities and differences in attitudes and cultures among their customers?

To describe and explain how L&T organisations serve different types of customers.

Studies of organisations that cater for different attitudes and cultures such as restaurants’, libraries and leisure centres in the local area. Annotation of exemplified material such as menus, multi-lingual signage and specific customer type sessions.

Local leisure & tourism organisations with appropriate means to cater for different attitudes and cultures.

How do leisure & tourism organisations benefit from dealing with health & safety issues?

To explain how leisure & tourism organisations manage health & safety issues.

Study and interpretation of health & safety policies from different leisure & tourism organisations such as fire drills, food hygiene and wet floor procedures.

Appropriate health & safety policies and procedures from local leisure & tourism organisations.

What is the range of employment opportunities in the leisure & tourism industry?

To describe the range of jobs available in the leisure & tourism industries, as listed in the sectors on p.11

Study of recruitment websites specific to the industry. Identification of the range of jobs available with customer fronting roles.

www.springboarduk.org.uk www.leisureopportunities.co.uk www.caterer.com www.thomsonjobopportunities.co.uk

8 Strand F CA hours- 5 (in addition to the teaching hours of the preceding column). The range of leisure & tourism employment opportunities available for young people in the chosen area / destination or chosen leisure & tourism organisation.

Teacher Resource Bank / GCSE Leisure and Tourism / Schemes of Work for Units 3: The Business of Leisure and Tourism / Version 1.0


Unit 3: The Business of Leisure and Tourism

Key idea / question




What is the range of products and services sold or provided by two leisure & tourism organisations?

To be able to explain the range of products & services sold or provided by two organisations.

Virtual or real study visits (or guest speakers) to two different leisure & tourism organisations to record the range of products & services promoted and sold. Interpretation of the range of products & services from sources such as corporate websites and promotional material. Pictorial representations of this range on mind maps.

Two L&T organisations with suitable access to necessary information.

6

Timed exam questions to assess skill of interpreting products & services from two leisure & tourism organisations’ literature.

Why is it important to leisure and tourism organisations that they are able to sell these products & services?

To be able to explain the importance to organisations of selling their products & services.

Group discussions of the general importance of sales. Textbook studies of the specific importance of maintaining sales. Notes to possibly include revenue protection, profitability and job security.

6 Exercises to rank order different important reasons to protect and improve sales.



Key idea / question




What promotional materials & techniques are used by the two chosen organisations?

To describe and compare the range of promotional materials & techniques used by the two chosen organisations?

Recap from Unit 2 and review of different promotional techniques and materials from textbooks. Deconstruction and annotation of exemplar promotional material (e.g. flyers, leaflets & brochures). Identification of specific techniques (e.g. radio advertising). See checklist of materials and techniques listed on p.11 of the Specification.

Two L&T organisations with suitable access to appropriate resources.

6

Peer assessment of deconstructed and annotated materials and techniques used by both organisations.

How do these promotional materials & techniques encourage sales to the organisations’ target markets?

To explain why these encourage sales to their target markets.

Written explanations of how it is that such materials and techniques encourage sales.

4

Comparative writing to compare the promotion and sales activities of the two chosen organisations.



Key idea / question




What are target markets?

To describe the different target markets for a variety of leisure and tourism organisations.

Introduce key target markets by study of textbook material. Matching exercises of different target markets to different leisure and tourism organisations.

6

How can target markets be segmented?

To describe how the target markets for leisure & tourism products and services can be segmented.

Textbook study of target markets. Analysis of visitor data sets for leisure & tourism organisations to further identify how target markets can be segmented.

6

How can target markets be identified for a variety of leisure & tourism organisations from their promotional materials?

To identify target markets of a variety of leisure & tourism organisations from their promotional materials.

Candidates identify target markets for a selected range of promotional materials, and give reasons for their choice of target market.

How effective are these materials likely to be in attracting customers from the target markets?

To be able to explain why these promotional materials are likely to be effective in attracting customers from the target markets.

Small group discussions to reach clear explanations of how effective promotional materials are likely to be.

Written exercises that challenge students to -Identify target markets for various leisure & tourism organisations based on these organisations own promotional materials.

-Explain why these

materials are likely to be effective in attracting customers -Explain why materials and techniques are useful and important and of creating sales for leisure & tourism organisations



Key idea / question




How useful and important are promotional materials and techniques in making sales to leisure & tourism organisations?

To explain the usefulness and importance of promotional materials and techniques and of making sales to leisure & tourism organisations.

Whole class discussions of usefulness and importance of materials, techniques & of making sales. Individual reports then written to explain the outcomes from the group and class discussions.

What is the range of jobs available in two leisure and tourism businesses?

To describe the range of customer-fronting jobs in two leisure and tourism businesses.

Identification of customer-fronting jobs within two appropriate organisations.

Two L&T businesses with suitable access to appropriate resources. (these can be the same or different to those studied for marketing above). There is a list of appropriate sectors on p.11 of the Specification.

6

A written report to include - details of the range of jobs across two L&T businesses - staffing structure diagrams for the two L&T businesses

What are the different levels of seniority of staff within leisure and tourism businesses?

To know that staff are employed at different levels of seniority within leisure and tourism businesses.

Design staffing structure diagrams to show different levels of staff seniority and accompanying job titles, showing who is responsible to, and for, whom.

4



Key idea / question




What are the duties, personal qualities and skills required to fulfil customer-fronting roles within leisure & tourism businesses.

To describe the different duties, qualities and skills to perform in different roles within leisure and tourism businesses. To be able to explain the skills and personal qualities needed to do the job well.

Definition of the terms duty, personal qualities and skills. Clear identification of four different jobs and associated duties, qualities and skills (two customer service jobs at different seniority levels from two leisure and tourism businesses).

The person specifications drawn up by employers and recruitment agencies may be useful sources of information regarding skills and personal qualities.

8 - four job descriptions with duties, qualities and skills described in full - explanations of the skills and qualities needed to perform well within each job.

What are the health & safety issues faced by leisure & tourism businesses?

To know specific health & safety issues dealt with by leisure & tourism businesses.

Introduction to health & safety issues (e.g. food hygiene, storage of cleaning materials). Study of two leisure & tourism businesses by visits, observations and interviews with staff.

Two L&T businesses with suitable access to appropriate resources.

6

A written report based on visits to two leisure and tourism businesses, detailing and comparing how they deal with one health and safety issue.

How is one health & safety issue dealt with by two different leisure & tourism businesses?

To describe, compare and explain the actual procedures and steps in place to manage the particular issue.

Study, visit, observation, interview and follow-up report compilation.

The same H&S issue will need to considered for the two chosen organisations.

8

Why is dealing with this issue important to these two leisure & tourism businesses?

To explain why dealing with this issue is important to the two organisations.

Annotation of written procedures to demonstrate students’ understanding of the importance of dealing with the health & safety issue.

6

Teacher Resource Bank / GCSE Leisure and Tourism / Schemes of Work for Units 4: Investigating Tourism Destinations and Impacts / Version 1.0


Unit 4 Investigating Tourism Destinations and Impacts It is necessary to teach the content of this Unit before candidates complete the assessment task strands.

Key idea / question




Candidates might maintain a journal or other record of their investigations through each of the Strands B-F, this may then be used to inform the completion of this Strand. The actual production of the journal to meet the requirements of this Strand is

likely to occur late on in the chronological completion of this Unit.

Strand A CA Hours- 3 How you planned and carried out your investigation

What are the main types of destinations in the UK and overseas?

To know that destinations can be classified by type (beach resort, city destinations, ski/snow resorts & National Parks).

Recap of Unit 1 work. Classification of exemplars provided by teacher into the four types.

UK and overseas examples, as required by the Specification on page 9, e.g. Beach resorts- Bournemouth (UK) & Benidorm (Spain- short-haul), Goa (India-long-haul).

4

Where are these destinations located?

To be able to describe locations of resorts & destinations, either in the UK or in relation to the UK?

Map & atlas location activities. Use of travel & holiday brochures, travel websites. Written journey records to describe distance and journey times from home areas to UK destinations, and distances from the UK to overseas destinations

Student atlases. Destination & resort websites, such as www.ba.com and www.expedia.co.uk. Google Earth

3

What are the key attractions at destinations?

To know the key attractions at destinations.

Use of tourism & holiday brochures and websites. National and regional gateway websites to research particular destinations with detailed descriptions of key attractions & leisure and tourism activities.

www.visitbritain.com www.visitflorida.com Holiday brochures. Destinations’ and attractions’ own promotional materials. Personal experiences.

5

Strand B CA hours- 2 Where the chosen destination is located in the UK or in relation to the UK. Strand C CA hours- 10 The suitability of available attractions and activities.



Key idea / question




What is the range of leisure & tourism activities available for visitors?

To describe the range of leisure & tourism activities available to visitors?

4

How well do these attractions and activities appeal to a range of different visitor types?

To evaluate how these attractions and activities appeal to a range of different visitor types.

Reference the chosen attractions and activities to the different visitor types listed on p.15 of the Specification. Justify how well different attractions and activities meet the needs or appeal to each visitor type.

4

How do different people travel to the destinations?

To describe the range of appropriate travel opportunities, dependent on the destination.

Research into suitable modes (road, rail, sea, air) methods of travel (motorway & A road routes in the UK, departure & arrival airports, international rail and ferry routes), providers and costs.

Road atlases. Travel & tourism brochures. www.baa.com www.virgintrains.co.uk www.stagecoachbus.com www.poferries.com www.seafrance.com www.irishferies.com www.speedferries.com www.hovertravel.co.uk www.rac.co.uk www.theaa.com

4

Strand D CA hours- 10 The suitability of travel options to the chosen destination.



Key idea / question




Why do they select their chosen methods?

To explain why different people choose different methods of travel.

Descriptions of why different customer types (p.15 of the Specification) may select different travelling options due to factors such as group size, timetables, ages of travellers, distance to travel and so forth. Written evaluations of how appealing different options for travel are to different customer types for the journeys to the chosen destination.

4

How well do different travel options appeal to different customer types?

To evaluate how appealing different travel methods are for different customer types.

4 Strand D The suitability of travel options to the chosen destination.

What are the positive & negative impacts of tourism on communities and the environment in destinations in the UK and abroad?

To know that tourism impacts can be classified as positive & negative, and that these impacts affect both communities and the environment.

Notes from textbooks for L&T and GCSE Geography. Detailed studies of particular communities and their environments that clearly are impacted upon by tourism.

Villages and towns in National Parks. Those destinations previously studied in Unit 1.

4

Strand E CA hours- 10 Impacts of the recommended package or travel programme or holiday on the destination’s local community and on the environment.



Key idea / question




What are the different views people have on the costs & benefits of tourism for the economy of the destination community and on the way of life of those who live there?

To explain that there are different views on the costs & benefits of tourism for the economy and the way of life at the destination community.

Notes explaining the different views held by stakeholders such as local community residents, employers and employees, environmental and heritage conservationists, local governments.

TourismProsCons.htm

4

How does travel to the destination impact on the environment?

To explain the ways that travelling to a destination impacts on the environment.

Written explanations of how different travel methods affect the environment to a greater or lesser extent.

www.carbonfootprint.com www.guardian.co.uk/travel/green

4

How does leisure and tourism provision and the activities of visitors in the destination impact on the environment?

To explain the ways that leisure and tourism provision and the activities of visitors in the destination impact on the environment?

Examine destinations previously studied, report on the ways that provision and activities of visitors impact on the environment.

www.unep.fr/scp/tourism www.greentraveller.co.uk

4



Key idea / question




What is responsible tourism?

To explain what is meant by responsible tourism.

Mental maps identifying ways that tourism can be responsible.

http://www.aito.co.uk

1

How well does responsible tourism recognise the similarities and differences of attitudes and cultures between visitors to, and members of, destination host communities?

To evaluate how well responsible tourism recognises the similarities and differences of attitudes and cultures between visitors to, and members of, destination host communities?

Referencing responsible tourism exemplar holidays against responsible tourism guidelines and evaluating against these guidelines.

http://www.aito.co.uk www.ethicalescape.com www.responsibletravel.com www.baobabtravel.com www.ecotourismholidays.co.uk www.travel-quest.co.uk/tqeco.htm

4

Strand F CA hours- 10 Why the recommendation is an example of responsible tourism.

Why is it important to develop leisure and tourism sustainably?

To describe how sustainable leisure & tourism developments in destinations aim to promote the growth of leisure & tourism without causing long term economic, community and environmental harm.

Case studies examining how leisure & tourism developments promote growth without harming the economic well-being and customs of local communities and the environment.

http://www.gdrc.org/uem/eco-tour/eco-tour.html www.ecotourism.org

5



Why is it thought increasingly important by the public and by government for tourists to behave sensitively towards local populations with similar or different attitudes & cultures to them?

To explain the importance of sensitive behaviour from tourists towards local populations with similar or different attitudes & cultures to them.

Look at how governments and public bodies encourage responsible travel and sensitive behaviour towards local populations with similar or different attitudes & cultures.

http://www.fco.gov.uk http://www.aito.co.uk www.ethicalescape.com www.responsibletravel.com www.baobabtravel.com www.ecotourismholidays.co.uk www.travel-quest.co.uk/tqeco.htm

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gcse leisure and tourism

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