BTEC Level 3 National Travel and Tourism Unit 1 ... · Carry out research into the different types of ancillary services run by different organisations e.g. travel agent, airline,
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Unit 1 Investigating the travel and tourism sector
Unit overview Credits: 10 The aim of this unit is to enable learners to develop the knowledge and understanding of the travel and tourism sector, its component industries, their role and the interrelationships within the sector. Learners will develop the knowledge and understanding of how the industries have developed over the last 50 years and how it is currently being affected by current trends and factors.
This is a 10 credit unit and can be taught in 60 guided learning hours. Learners are expected to complete around 40 hours of individual learning.
On completion of this unit, learners should: LO1 know the travel and tourism component industries and their organisations LO2 understand the role of travel and tourism organisations and their interrelationships LO3 know the developments that have shaped the present day travel and tourism sector LO4 understand how trends and factors are currently affecting the travel and tourism sector.
Unit contents The scheme of work for this unit (page XXX) links to the following resources to help you deliver Unit 1.
LO1 LO2 LO3 LO4
Lesson plan LP WK 1 Activity sheet AS1– AS2 AS3–AS7 AS8–AS10 AS11–AS13 Stretch and support AS4–AS7 AS8, AS9 AS11, AS13 Presentation PPT PPT
All of these resources can be found on the accompanying @Work CD-ROM, as well as an editable version of the scheme of work and answers to questions in the Student Book.
Links to other units This unit is the introductory unit for this qualification and therefore has links to all units within. However, the unit has particularly strong links with Unit 2: The business of travel and tourism.
How to deliver the unit For this unit, it is beneficial to encourage learners to consider their own experience of travel and tourism and to gather information in order to gain a better understanding of how the sector, and the industries within it, have changed over the last 50 years. Learners could talk to older relatives or friends.
Learners need to grasp the different components of the travel and tourism sector very quickly when starting this unit. To help achieve this learners should conduct a research activity to identify examples of the different components that exist within the local area, those components that are not available and to identify where the nearest facilities would be.
Unit 1 Investigating the travel and tourism sector
Visits to organisations in different component industries will be beneficial to learners particularly if they can hear firsthand from the organisations what their organisational aims and objectives as well as the key roles and functions are.
In respect of the changes within the sector, and the impacts of trends and factors affecting the sector, a visiting speaker who has been in the sector for many years would be extremely helpful to explain how the introduction of new technology impacted on their work and also the impact on the company and the staff of such major events as the ‘9/11’ terrorist attack on the twin towers in 2001, the political uprisings in Thailand in 2010, or the H1N1 pandemic, otherwise known as swine flu, in 2009, etc.
Assessment A variety of assessment methods can be used such as: ● presentations ● practical activities ● displays ● written reports
It is recommended that more than one method of assessment be made available to meet the needs of the different learning styles within your group.
Assessment criteria can be grouped together to enable learners the opportunity to attempt and meet the higher grades. The links are P1, P2, P3, M1 and D1, though P1 could be assessed individually. P4, P5, M2 and D2 are also linked, though again P4 could be assessed individually. Should learners engage in group work for any of their assessment activities, each learner should keep a portfolio of their own work and have evidence to show how they have individually covered the criteria for which they are being credited.
In order to achieve M1, learners will need to select a minimum of two organisations, preferably from different component industries. For D1 learners can focus on just one organisation and must by analytical.
For P4 learners will need to summarise a minimum of ten developments and it is important that learners understand the difference between developments and factors. For example, 9/11, an act of terrorism, was not a development but a factor. The factor (terrorism) may have created a development (increased screening such as retina scans/full body scans).
For M2, learners should demonstrate that they have carried out research to identify up-to-date and current developments, trends and factors and should provide relevant statistics to support their findings.
For D2, learners will need to select two organisations in order to carry out analysis of how changes have impacted on their operations and how effectively they have responded.
Useful resources Dale, G. (2010). BTEC National Travel & Tourism: Student Book 1, Pearson Education
Fletcher, L. and Kelly, M. (2007). e-Presentations in Travel and Tourism, Harcourt Education
Holloway, C. (2001). The Business of Tourism, 7th edition, FT Prentice Hall
www.caa.co.uk – information about industry legislation
www.culture.gov.uk – home page for the Department for Culture. Media and Sport
www.eurotunnel.co.uk – general information about the Eurotunnel
www.nats.co.uk – general information about NATS WHO provide air traffic control services to aircraft flying in UK airspace
www.nitb.com – the Northern Ireland Tourist Board
www.statistics.gov.uk. – The Office for National Statistics
Unit 1 Investigating the travel and tourism sector
1
BTEC Level 3 National Travel and Tourism
Interview What experience do you have of the travel and tourism sector? Interview a colleague about a holiday or trip they have been on (the most recent they can think of) and make notes on all the aspects of the trip using the following table.
Question Response Sector component
Where did you (or someone else) book the holiday or trip?
What did the holiday or trip include?
What documents did you need for travel?
How did you travel?
Where did you stay?
What facilities did you use while you were away?
What sources of information did you use prior to going away?
What sources of information did you use whilst away?
Complete the second column with your interviewee’s answers and then try to complete the third column with the relevant component of the sector. For example, travelling by plane as a response leads to the transport (air) component of the sector. Keep all your information for a group discussion. Discuss how many of the components are needed for a holiday. Are any more important than others?
Unit 1 Investigating the travel and tourism sector
1
BTEC Level 3 National Travel and Tourism
Trip of a lifetime Design a diagram or poster to illustrate the links between the different components of the travel and tourism sector. Include text, pictures, diagrams and cuttings showing different types of organisations and how they are linked. Make some explanatory notes that could be displayed alongside or on the poster. Your diagram or poster should relate to the following scenario.
Panday Rafir is going on the trip of a lifetime to Australia. Her dad has given her £2,000 to spend. She has made a list of all the things she needs to do to plan her trip. Of course, she may use travel agents or other organisations to do some of the things on her list.
Your poster or diagram should indicate the various components of the industry that Panday will use and how they link together. For example, if a travel agent contacts an airline to book Panday’s ticket to Australia, the travel agent is linked to the airline, as they book a ticket using the airline’s reservation system and get paid a commission by the airline for making the booking. Remember to add explanatory notes to make the different links clear.
Here is Panday’s list. Tick each item as it is dealt with. Present your poster to your group.
AS2
To Do:
● Find out about Perth and Sydney to plan where to go and what to see
● Book a ticket from Sydney to Perth
● Research prices of air tickets to Sydney from London and book
● Visit Trailfinders to ask their advice on tickets
● Find out if there is any government advice about travelling to Australia
● Arrange to collect mail somewhere in Sydney
● Get a passport
● Get a visa
● Find out any medical requirements
● Arrange a place to stay for the first few nights in Sydney
● Get some Australian dollars and travellers cheques
Unit 1 Investigating the travel and tourism sector
1
BTEC Level 3 National Travel and Tourism
Profit or not? Who does what? Match up the organisations with the different sectors. Fill in the table below, listing whether the organisations shown are in the profit or not-for-profit sector.
Organisation Profit or not-for-profit
Brighton Tourist Information Centre
The National Trust
Department for Culture, Media and Sport
First Choice
Tourism Concern
East of England Development Agency
Holiday Inn
Ryanair
English Heritage
Travel Weekly
The National Portrait Gallery
Alton Towers
The Museum of the Moving Image
Civil Aviation Authority
Youth Hostel Association
Definition dominoes
Work in a small group and make a game of dominoes that your class can play to help them remember the types of organisations in the travel and tourism sector and how they inter-relate. On one half of the domino, write a term or the name of a type of organisation. On the other half, write a definition of a different term or type of organisation. When you have a full set, give them to another group and see how quickly they can match them all up.