Unit 1: Investigating travel and tourism
Investigating travel and tourism unit overview It is usual for this core unit to be studied first as it provides the underpinning knowledge for the other units and gives learners an overview of the whole industry. The unit needs to be given sufficient breadth to ensure learners get an introduction to all aspects of the travel and tourism industry. This core knowledge can then be built upon in further units and explored in greater detail. This unit links to all other units in the qualification as it provides an introduction to the travel and tourism industry. This unit aims to give a sound overview of the various components of the travel and tourism industry and how the components link together. The roles and responsibilities of travel and tourism organisations within the different sectors of the industry are also examined. The development of the industry is traced, particularly from the 1960s to the present day. Changes in demand, new travel and tourism products and changes in the distribution of products are studied to see how they have affected the industry.
Learning outcomes
Suggested activities
On completion of this unit learners should:
The At-a-glance activity grid shows how the activities in the Assessment and Delivery Resource (ADR) relate to the content of the unit. The activities include introductory and plenary activities and a variety of case studies, research tasks, discussions and presentations using written, verbal and presentation skills. The activities may help learners prepare for assessment and the grid indicates which assessment criteria are relevant for each activity. Copies of activity sheets can be given to learners
1.1 know the components of travel and tourism and how they interrelate 1.2 know the roles and responsibilities of travel and tourism organisations within the different sectors 1.3 understand how recent developments have shaped the present-day travel and tourism industry 1.4 understand the trends and factors affecting the development of travel and tourism.
How this unit will be assessed This unit is assessed internally. To reach Pass level, the evidence must show that the learner is able to: P1 P2 P3 P4 P5
describe (giving examples including domestic, inbound and outbound tourism) the components of the travel and tourism industry describe the ways that components of travel and tourism interrelate describe the roles and responsibilities of travel and tourism organisations from different sectors describe recent developments (from the 1960s onwards) that have shaped the present-day travel and tourism industry describe the key trends and factors that will affect the development of travel and tourism.
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[1]
BTEC National Travel and Tourism Assessment and Delivery Resource
To reach Merit level, the evidence must show that, in addition to the Pass criteria, the learner is able to: M1 explain how the components of travel and tourism interrelate, giving examples that include domestic, inbound and outbound tourism M2 compare the roles and responsibilities of travel and tourism organisations from different sectors M3 explain how recent developments have shaped the present-day travel and tourism industry and how key trends and factors are likely to shape the industry in the future. To reach Distinction level, the evidence must show that, in addition to the Pass and Merit criteria, the learner is able to: D1 assess how the roles and responsibilities of travel and tourism organisations from different sectors affect their operations D2 recommend and justify how the travel and tourism industry could respond to key trends and issues affecting the future development of travel and tourism.
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© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free.
© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free.
Scheme of work BTEC National Travel & Tourism Unit 1 Investigating travel and tourism
Academic year: ....................................................................... Number of weeks: 20 Duration of session: 3 hours Guided learning hours: 60
Broad aim: Successful completion of the unit Teacher(s): ....................................................................... SB = Student Book 1 ADR = Assessment and Delivery Resource Week
Outcome/topic
Tutor preparation
Student activity
Resources
Links to grading criteria ®
Overview of unit and how it is assessed/introduction to tourism and types of tourists
Latest figures on contribution to economy and types of jobs Definitions of types of tourists Overview of learning outcomes for unit and assessment criteria
Discuss definition of tourism and types of tourists ADR Introductory activity: Types of tourist SB Activity: Types of tourist
PowerPoint slide 1 ADR Activity 1.1, p xx SB, p xx
P1
2
Components of travel and tourism: Introduction
Information on different components
ADR Worksheet: Components ADR Worksheet: Interview
ADR Activity 1.2, p xx ADR Activity 1.3, p xx PowerPoint slide 2
P1, P2, P3, M1, D1
3
Components of travel and tourism: Accommodation and trade associations
Go through accommodation and related trade associations
Listening and discussing, note taking Begin ADR Activity: Trip of a lifetime SB Activity: Hotels in local area
ADR Activity 1.4, p xx SB, p xs
P1, P2, P3, M1, D1
4
Components of travel and tourism: Transport and related trade associations/regulatory bodies
Go through all transport and related trade associations/regulatory bodies
Listening and discussing, note taking SB Theory into practice: Ports and ferry operators
SB, p xs Visiting speaker from one sector
P1, P3, D1
5
Components of travel and tourism: Attractions and auxiliary services
Go through attractions and ancillary
Listening and discussing, note taking Finish ADR Activity: Trip of a lifetime and present
ADR Activity 1.4, p xx
P1, P3, M1, D1
6
Components of travel and tourism: Travel agents, tour operators and relevant trade bodies
Go through travel agents and tour operators and relevant trade bodies – introduce integration Help with quiz preparation
Listening and discussing, note taking Preparation for ADR Quiz: Integration issues
ADR Activity 1.5 (CD) ® PowerPoint slides 3, 4 and 5 Brochures
P1, P2, P3, M1, M2, D1
Unit 1: Investigating travel and tourism
1
[1]
[2]
Week
Outcome/topic
Tutor preparation
Student activity
Resources
Links to grading criteria
7
Review of components of travel and tourism
Run quiz Introduce assignment and brief students Run plenary wordsearch
ADR Quiz: Integration issues ADR Plenary activity: Components wordsearch Listen to assignment brief and ask questions
ADR Activity 1.5 (CD) ADR Activity 1.6, p xx Assignment, SB p xx
P1, P2, M1
8
Roles and responsibilities of travel and tourism organisations: Profit and not-for-profit sector
Explain terminology Structure of not-for-profit sector Introduce role of VisitBritain
ADR Introductory activity: Profit or not? ADR Activity: Definition dominoes SB Theory into practice: VisitBritain
ADR Activity 1.7, p xx ADR Activity 1.8 (CD) SB, p xx ® PowerPoint slides 6 and 7 Internet
P3, M2, D1
9
Roles and responsibilities of travel and tourism organisations: Profit and not-for-profit sector
Prepare for NATS or NITB worksheet
ADR Case study: NATS ADR Worksheet: NITB ADR Plenary activity: Who does what? Early finishers move to ADR Plenary activity: Key travel and tourism organisations Report on assignment progress
ADR Activity 1.9, p xx ADR Activity 1.10, p xx ADR Activity 1.11, p xx ADR Activity 1.12, p xx
P3, M2, D1
10
Recent developments in travel and tourism: Key developments in products and destinations
Knowledge of key developments – link to assignment – timeline/development task
Listening and discussing, note taking ADR Introductory discussion: New developments in travel and tourism ADR Presentation: Transport development SB Case study: Sherwood Forest
ADR Activity 1.13, p xx ADR Activity 1.14 (CD) SB, p xx
P4, M3
11
Recent developments in travel and tourism: Key developments in transport
Knowledge of key developments in all areas of transport
Listening and discussing, note taking ADR Research activity: Timeline ADR Worksheet: Channel Tunnel
ADR Activity 1.15 (CD) ADR Activity 1.16, p xx Internet
P4, M3
12
Recent developments in travel and tourism: Key developments in technology
Knowledge of key developments in technology
Listening and discussing, note taking SB Theory into practice: Using the internet to package imaginary holiday
SB, p xx
P4, M3
13
Recent developments in travel and tourism: Key legislation
Knowledge of relevant legislation
Students research acts in pairs and one from each pair presents to others in carousel fashion – add to timeline
Texts, internet, copies of Package Holiday Regulations
P4, M3
BTEC National Travel and Tourism Assessment and Delivery Resource
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Unit 1 Investigating travel and tourism
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Unit 1 Investigating travel and tourism Outcome/topic
Tutor preparation
Student activity
Resources
Links to grading criteria
14
Recent developments in travel and tourism
Check on assignment progress
Finish timeline ADR Plenary activity: Evaluating others’ work Report on assignment progress
ADR Activity 1.17 (CD) Card, scissors, etc. to prepare display Assignment, SB p xx
All
15
Trends and factors affecting development of travel and tourism
Introduction – study of travel trade press – knowledge and provision of resources Run discussion on findings, summarise
ADR Introductory activity: What’s going on? Study of press, choice of stories for discussion Contribute to discussion, notes on summary
ADR Activity 1.18, p xx Sunday travel press, relevant news stories, eg. extreme climatic conditions, bombs, health scares Trade magazines and internet travel news sites
16
Trends and factors affecting development of travel and tourism
Key statistics
Study statistics and identify trends ADR Case study: UK residents’ visits abroad
Travel trends reports ABTA trends report (www.abta.com) ADR Activity 1.19, p xx
P5, M3
17
Trends and factors affecting development of travel and tourism
Reasons behind trends, facilitate discussion, explain case study – lifestyle
Participate in discussion ADR Case study: Lifestyle
ADR Activity 1.20, p xx
P4, P5, M3
18
Trends and factors affecting development of travel and tourism
Knowledge of key developments in all areas of transport
ADR Discussion: What is a new destination?
ADR Activity 1.21 (CD)
P5, M3,
19
Trends and factors affecting development of travel and tourism
Knowledge of factors affecting development, climate, terrorism, etc., revisit news Check on assignment progress
ADR Plenary discussion Participate in discussion about what can be done to respond to factors Snowball discussion culminating in key recommendations
ADR Activity 1.22, p xx Assignment, SB p xx
P5, M3, D2
20
Wrap up
Check on assignment progress
Knowledge check – report on assignment progress
Assignment, SB p xx
All
Unit 1: Investigating travel and tourism
Week
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At-a-glance activity grid Unit 1 Investigating travel and tourism Activity
Title and description
Scheme of work
ADR page number/CD
Delivery notes
Extra resources
Links to grading criteria
Links to textbook
Outcome 1.1 Know the components of travel and tourism and how they interrelate Introductory activity: Types of tourist
Week 1
ADR, p xx
A simple check on knowledge of tourist types – more advanced learners can make up their own examples.
1.2
Worksheet: Components
Week 2
ADR, p xx
Learners should identify local examples, as far as possible, for each of the components in the diagram and enter them onto the worksheet. An extension activity is provided relating the components to types of tourists.
PowerPoint slide 1 also includes the diagram
P1
1.3
Worksheet: Interview
Week 2
ADR, p xx
Put learners into pairs. Could be used as an icebreaker at the beginning of the programme. Hold a brief discussion at the end of the activity and come to conclusions about the relative importance of components – lead on to concept of interdependence.
Whiteboard and pens
P1
1.4
Trip of a lifetime
Week 3
ADR, p xx
May need to run through this activity and discuss with learners so that they are on the right lines. Could provide display materials. You could use this to demonstrate critical path analysis.
Critical path arrows and circles if used, brochures and internet
P2, M1
1.5
Quiz: Integration issues
Weeks 6 and 7
CD
Quiz designed to reinforce understanding of integration. Prepare learners by explaining the concepts. You may need to prepare all the questions for weaker learners.
More questions for back up and prizes
P2, M1
1.6
Plenary activity: Components wordsearch
Week 7
ADR, p xx Answers, p xx
A simple fun activity to reinforce components. You can ask learners to design their own also.
®
P1
Outcome 1.2 Know the roles and responsibilities of travel and tourism organisations within the different sectors 1.7
Introductory activity: Profit or not?
Week 8
ADR, p xx
Prepare for the activity by ensuring learners are familiar with the profit and not-for-profit sectors. Check answers and discuss how we know who is in which sector. The extension activity allows more advanced learners to compare aims of companies from each sector.
1.8
Definition dominoes
Week 8
CD
You may decide to produce a set of dominoes for your learners using a domino generator – more advanced learners can make their own.
P3,M2, D1
Card and scissors
P3
Unit 1: Investigating travel and tourism
1.1
[1]
[2]
Title and description
Scheme of work
ADR page number/CD
Delivery notes
Extra resources
Links to grading criteria
1.9
Case study: NATS
Week 9
ADR, p xx
A case study that looks at the role of NATS. Learners will need support to do further research.
Internet
P3
1.10
Worksheet: NITB
Week 9
ADR, p xx
A case study that looks at the role of the NITB. Learners should have looked at the role of tourist boards before doing this. An extension activity is provided for learners at Merit or Distinction level.
Internet
P3, M2, D1
1.11
Plenary activity: Who does what?
Week 9
ADR, p xx
An activity that reinforces knowledge of the role of organisations.
1.12
Plenary activity: Key travel and tourism organisations
Week 9
ADR, p xx
A worksheet to ensure understanding of the role of different organisations. Check responses and discuss findings and compare the roles. Advanced learners can discuss impact on operations.
P3
Internet
P3, M2, D1
Outcome 1.3 Understand how recent developments have shaped present-day travel and tourism 1.13
Introductory discussion: New developments in travel and tourism
Week 10
ADR, p xx
Ensure learners are warned of the discussion and given time to prepare. Conduct the discussion using snowball groups so that all contribute. Summarise findings.
Newspapers, trade press, travel news websites, whiteboard and pens
P4
1.14
Presentation: Transport development
Week 10
CD
Learners will need direction for their research and guidelines on how to give an oral presentation.
Internet, text books, travel trade press
P4, M3
1.15
Research activity: Timeline
Week 11
CD
This activity might generate display material. More able learners should produce detailed explanatory notes for their timeline.
Texts and internet
P5, M3
1.16
Worksheet: Channel Tunnel
Week 11
ADR, p xx
Learners are given figures on traffic through the Tunnel to analyse. You will need to ensure they are aware of the differences between the services offered through the tunnel
Internet, information on ferry services and air services to Europe
P4, P5, M3, D2
1.17
Plenary activity: Evaluating others’ work
Week 14
CD
This introduces the concept of peer assessment. Explain why this is done and how they can take responsibility for assessment.
Examples of evaluation forms
Links to textbook
BTEC National Travel and Tourism Assessment and Delivery Resource
© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free.
Activity
© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free.
Activity
Title and description
Scheme of work
ADR page number/CD
Delivery notes
Extra resources
Links to grading criteria
Links to textbook
Outcome 1.4 Understand the trends and factors affecting the development of travel and tourism P5, M3,
1.18
Introductory activity: What’s going on?
Week 15
ADR, p xx
The aim of this activity is to get learners used to reading the trade press and being aware of current events and their impact on the industry. This is good practice and will be invaluable for further units. Encourage learners to report on their findings on a regular basis.
1.19
Case study: UK residents’ visits abroad
Week 16
ADR, p xx
Guide learners and discuss what trends are before they begin the activity. More able learners can seek out further statistics to analyse from the VisitBritain website (www.visitbritain.com) or from www.statistics.gov.uk.
1.20
Case study: Lifestyle
Week 17
ADR, p xx
Learners should be able to do this individually and come up with a list of lifestyle changes on the last 30 years. Their findings can be used for discussion.
1.21
Discussion: What is a new destination?
Week 18
CD
Start the discussion in pairs and move into fours, etc., until it becomes a whole group discussion; summarise key points. More able learners can go on to compare two destinations.
Whiteboard, pens and brochures
P5, M3, D2
1.22
Plenary discussion
Week 19
CD
Bring together points researched and findings from the tasks in this section to conduct a discussion and summarise findings.
Whiteboard and pens
P5, M3, D2
Further statistics and internet
P5, M3, D2
P5, M3
Unit 1: Investigating travel and tourism
[3]
BTEC National Travel and Tourism Assessment and Delivery Resource
Unit 1 Lesson plan Aims • To give an overview of the unit and how it is assessed; to provide and introduction to tourism and types of tourists SB = Student Book 1 ADR = Assessment and Delivery Resource This structure may be spread over a number of lessons as required. Learning outcomes • be able to define tourism • understand why tourism is important • know the different types of tourists • understand learning outcomes for unit and assessment criteria. Timing
Content
Teacher activity
20 mins
Introduction
Introduce unit, learning outcomes and how the unit is assessed Icebreaker if first session
20 mins
What is tourism?
Define, facilitate discussion
Make up own definitions in pairs and discuss with whole group
30 mins
Contribution to the economy
Give latest figures on numbers employed, types of jobs, money spent
Listen and take notes
20 mins
Types of tourists
Define types of tourists, question and discuss
Discuss and come up with own examples from local environment
30 mins
Types of tourists
Explain worksheet
Complete worksheets
15 mins
Break
30 mins
Types of tourists
Check responses and ask questions – Which types are most important locally and why? Which types spend more money, etc.
Contribute to discussion
15 mins
Questions
Check learning so far by questioning – introduce unit assignment
Respond to questions
Assignment briefing Review of session
[6]
Student activity
What went well? What could be better? Were individual needs met?
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Resources
Individualised activity
Copies of unit specification
Write in notes for individuals’ needs as appropriate
PowerPoint slide 1
®
ADR Introductory activity 1.1, p xx SB Theory into practice: Types of tourist, p xx
Copies of unit assignment
More able students correct each others’ work and make up their own questions
Unit 1: Investigating travel and tourism
1.1
Introductory activity: Types of tourist
Student book 1 pp xx–xx
In the table below, list what type of tourist is shown in each of the examples. Example
Type of tourist
Janine is taking a holiday in the UK. She lives in France.
Salim is going on holiday to Brighton. He lives in Loughborough.
Maria and Ken are going to Spain for a weekend break. They live in Glasgow.
Marguerite is a doctor. She has to attend a conference in Tenerife.
Peter goes to visit his sister in Ireland every Christmas.
Miguel is visiting the UK to attend a language course for two weeks.
Make up some examples of your own and ask a colleague to explain what type of tourist they show.
© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free.
[1]
BTEC National Travel and Tourism Assessment and Delivery Resource
1.2
Worksheet: Components
Student book 1 pp xx–xx
p Figure 1.1 Components of the travel and tourism industry
Find local examples, where possible, of organisations within each of these component areas. Taking it further Give examples of a type of tourist that each of your example organisations caters for. For example, a local country park is a natural attraction that might cater for school groups. Compare results with your group.
[2]
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Unit 1: Investigating travel and tourism
1.3
Worksheet: Interview
Student book 1 pp xx–xx
What experience do you have of the travel and tourism industry? 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
Industry component
Where did you (or someone else) book the trip?
What did the trip or holiday 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 the trip?
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 industry. For example, travelling by plane as a response leads to the transport (air) component of the industry. 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?
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[3]
BTEC National Travel and Tourism Assessment and Delivery Resource
1.4
Trip of a lifetime
Student book 1 pp xx–xx
Design a diagram or poster to illustrate the links between the different components of the travel and tourism industry. 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 poster or diagram should relate to the following scenario. Panday Rafir is going on the trip of a lifetime to Australia. Her dad has given her a £2000 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 reservation system 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 for 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.
p Figure 1.2 Panday’s ‘To Do’ list
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Unit 1: Investigating travel and tourism
1.6
Plenary activity: Components wordsearch
Student book 1 pp xx–xx
Find the following words in the search table: Airline, cruise ship, vertical integration, travel agent, Thomas Cook, tour operator, serviced, ferry company, aviation, Channel Tunnel, low-cost airline, Network Rail, attractions, lastminute.com, ABTA. E
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Answers to the wordsearch can be found on page xx.
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[5]
BTEC National Travel and Tourism Assessment and Delivery Resource
1.7
Introductory activity: Profit or not?
Student book 1 pp xx–xx
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 National Trust Department for Culture, Media and Sport First Choice Co-op Travel Tourism Concern East of England Development Agency Holiday Inn Ryanair Air France English Heritage British Airports Authority Federation of Tour Operators Travel Weekly The National Portrait Gallery Alton Towers The Museum of the Moving Image Royal Yacht Britannia Civil Aviation Authority Youth Hostel Association
Taking it further Choose five of the organisations from the list – some from each sector. Research their aims on the internet and compare the aims. Are the stated aims very different between the sectors? Present your findings to your group, either orally or visually, and compare.
[6]
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Unit 1: Investigating travel and tourism
1.9
Case study: National Air Traffic Services (NATS)
Student book 1 pp xx–xx
The following extract has been taken from the NATS website www.nats.co.uk: National Air Traffic Services (NATS) provides air traffic control services at 15 of the UK’s biggest airports, and ‘en route’ air traffic services for aircraft flying through UK airspace. This year we will handle more than 2 million flights carrying over 220 million passengers. We compete for our business at the airports and have won all 15 of our contracts by being extremely good at what we do and the service we can offer. In 2005, we won our first overseas contract, for RAF Gibraltar. We operate under licence from the Civil Aviation Authority. NATS currently provides ‘en route’ air traffic control services from four centres: • • • •
London Area Control Centre at Swanwick, Hampshire London Terminal Control Centre at West Drayton, Middlesex Scottish Area Control Centre and Oceanic Area Control Centre at Prestwick, Ayrshire Manchester Area Control Centre located at Manchester Airport.
NATS’ long-term strategy is to rationalise its operations to two centres – the Swanwick Centre in Hampshire and a new Prestwick Centre currently under construction alongside our existing centre in Ayrshire and due to open in 2009. NATS operates at all seven BAA airports including Heathrow, the world’s busiest for international traffic and Gatwick which is the world’s busiest single-runway airport. It also handles traffic at other key regional gateways such as Manchester, Birmingham and Glasgow and at developing airports such as London City, Luton, Southampton and Farnborough. Source: http://www.nats.co.uk
1 Find out the ownership of NATS and make notes. 2 Summarise the main role of NATS. 3 Find out if NATS offers any other services. If so, note what they are. Taking it further NATS wins its contracts against other service providers. Who are they? Who else provides air traffic control services in the UK. Find out and see what their performance record is like.
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[7]
BTEC National Travel and Tourism Assessment and Delivery Resource
1.10 Worksheet: Northern Ireland Tourist Board (NITB) Student book 1 pp xx–xx
Answer the following questions about the role and responsibilities of the NITB. The website www.nitb.com will help you.
What legislation constituted the NITB?
To which body is it responsible?
Summarise the role of the NITB.
Give two examples of recent research activities carried out by the NITB.
Find out the latest tourist earnings in Northern Ireland.
Are there any job opportunities at the tourist board? If so, what are they?
Taking it further Compare the role and responsibilities of NITB with NATS. You could do this as a table. Analyse how the roles and responsibilities affect the operations of NITB and NATS.
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Unit 1: Investigating travel and tourism
1.11 Plenary activity: Who does what? Student book 1 pp xx–xx
Put the following words in the correct places in the paragraph below: Avis Association of British Travel Agents (ABTA) Eurotunnel Travel agents Tour operators English Heritage Civil Aviation Authority (CAA) Department of Culture, Media and Sport (DCMS) Network Rail Websites Call centre Europcar Association of Independent Tour Operators (AITO) Train operating companies Tourist boards ………...…… is the government department responsible for travel and tourism. It funds …………………………, an organisation that looks after historic properties. It also is responsible for regional .…….…….…………………… The ……………….. regulates air transport in the UK and is responsible to the government. Private organisations in travel and tourism include …………………………., who put together package holidays which may be sold through …………………, …………………… or through a ……………….……… ………….…………… looks after transport through the Channel Tunnel, whereas ………………………… and …………….……………………………… look after rail services. ……………… and ………….… are examples of car hire companies also in the private sector. …………… is an organisation that looks after the interests of travel agents, whereas the ………… specialises in representing tour operators.
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BTEC National Travel and Tourism Assessment and Delivery Resource
1.12 Plenary activity: Key travel and tourism organisations Student book 1 pp xx–xx
Complete the following table with information about the role and responsibilities of key travel and tourism organisations. Organisation
Website address
Role and responsibility
AITO
FTO
ABTA
English Heritage
Passenger Shipping Association
The National Trust
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Examples of members
Unit 1: Investigating travel and tourism
1.13 Introductory discussion: New developments in travel and tourism Student book 1 pp xx–xx
Prepare to participate in a discussion about some new developments in travel and tourism by reading current travel sections in the travel-trade magazines. Look for examples of the use of new technology in transport, and the introduction of new destinations and the targeting of new markets by tour operators. Discuss your research findings with your group and consider how such changes will impact on the industry.
p Figure 1.3 TGV high-speed train
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BTEC National Travel and Tourism Assessment and Delivery Resource
1.16 Worksheet: Channel Tunnel Student book 1 pp xx–xx
Study the following information. Year
Eurotunnel Shuttle Services Trucks
Estimated tonnes of road freight carried 1 (in millions)
Cars
Coaches
Eurostar
Rail Freight (SNCF/EWS)
Estimated passenger number (in 2 millions)
Passengers
Tonnes of rail freight (in millions)
2006
1,296,269
16.9
2,021,543
67,201
7.8
7,858,337
1.6
2005
1,308,786
17
2,047,166
77,267
8.2
7,454,497
1.6
2004
1,281,207
16.6
2,101,323
63,467
7.8
7,276,675
1.9
2003
1,284,875
16.7
2,278,999
71,942
8.5
6,314,795
1.7
2002
1,231,100
16
2,335,625
71,911
8.7
6,602,817
1.5
2001
1,197,771
15.6
2,529,757
75,402
9.3
6,947,135
2.4
2000
1,133,146
14.7
2,784,493
79,460
10.1
7,130,417
2.9
1 Estimated figure calculated on an average of 13 tonnes of goods carried per truck. 2 Estimated figure calculated on an average of 2.52 passengers per car and of 38.75 passengers per coach.
(Source: http://www.eurotunnel.co.uk)
p Table 1.1 Channel Tunnel traffic volumes over five years
1 Explain the difference between Eurostar, Eurotunnel Shuttle Services and Rail Freight. 2 Identify trends in the passenger numbers carried and explain possible reasons for increases and decreases. 3 Make recommendations to Eurotunnel Shuttle Services on how to maintain the numbers of passengers carries in response to competition from other carriers.
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Unit 1: Investigating travel and tourism
1.18 Introductory activity: What’s going on? Student book 1 pp xx–xx
In order to find out about current factors affecting the travel and tourism industry, you need to find out about current events. If you already read a newspaper and watch the news you are probably quite well informed. If not, you need to start now! In particular, you should look at the following every week: n Travel Trade Gazette and Travel Weekly n general news n travel section of newspaper, for example The Independent or The Sunday Times n Travelmole.com. Keep notes or newspaper cuttings in a file for discussion in class or for future reference. Your tutor or teacher will tell you how long you should do this for. Give thought to how you will organise your cuttings. You might have sections for the different components of the industry which include takeovers, share issues, new personnel, etc. and you could have sections illustrating what is happening in terms of: n natural disasters n health warnings n terrorism n environmental issues n new products and services. You should expect to report on your research regularly.
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BTEC National Travel and Tourism Assessment and Delivery Resource
1.19 Case study: UK residents’ visits abroad Student book 1 pp xx–xx
Year
Visits abroad by UK residents
1985
21,608,000
1990
31,150,000
1995
41,346,000
2000
56,838,000
2005
66,442,000 (Source: International Passenger Survey/http://www.statistics.gov.uk)
p Table 1.2 UK residents’ visits abroad
Study the statistics shown in the table above. Write some notes commenting on: n the changes year to year n overall trend n impact of the trend on organisations in the UK travel and tourism industry.
p Figure 1.4 Tourists on a diving holiday
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Unit 1: Investigating travel and tourism
1.20 Case study: Lifestyle Student book 1 pp xx–xx
It’s 1970 and Frank Bratby is planning his annual family holiday. His wife, Margaret, and two daughters will accompany him on their usual two-week summer break. They go in June when their northern town has its annual ‘Wakes’ period, when all the factories, shops and schools close and most people go away. Blackpool is a favourite destination but the Bratby family has been there several times, so Frank and Margaret decide to be adventurous and go to the south of England. They have done this long journey several times as Margaret has a sister who lives in Portsmouth. They used to travel by coach but they have had a small car for the last two years and will drive to their holiday. This year, they decide to go to Bournemouth and in January, book two rooms in a guest house that has been recommended by a friend. They will share the bathroom with all the other guests. They will have bed, breakfast and evening meal, which is served at 6 pm sharp. During the day they will not have access to the guest house so they decide to book a beach hut and they will spend all their days at the beach. In the evenings they will go for walks along the prom and go to a couple of shows. The journey takes some route planning and they know the drive will take about eight hours. They will stop on the way to eat the sandwiches they have prepared for the journey. In April, Margaret and the girls will plan their shopping to buy summer clothes for the holiday. They expect much better weather in the south. It’s 2006 and the King family are planning their holiday. It is the end of June and they want to book somewhere warm and sunny for the first week of the school holidays at the end of July. They have already had a skiing holiday at February half-term and Martha and Simon, the parents, have had two city breaks with friends. Their daughters, Marie and Sarah, have been on a school trip to the French battlefields. Marie and Sarah want to go to Egypt as they have been studying the history of Egypt and they saw a television programme about Nile cruises. Martha has been looking on the internet to find good deals to anywhere sunny. She wants to fly from their local airport if possible as there is an easy train link from where they live. She said she might book directly with Thomson online as it is slightly cheaper. Simon told her not to buy insurance with the holiday as he was going to buy an annual policy that would cover all their trips. He also suggested that Martha look at websites and check prices of air tickets to Florida. They have been there twice and loved Disney! Martha said she wasn’t sure about going to the USA at the moment as security checks were taking so long. Simon replied that the sooner those passports with fingerprints were introduced the better! Compare the two families’ holiday plans, outlining the similarities and differences. Explain why these changes have come about over the intervening 30 years. What else do you think will change in the next five years? Keep all your notes to contribute to a group discussion.
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BTEC National Travel and Tourism Assessment and Delivery Resource
1.6
Answers: Components wordsearch The following words appear in the wordsearch: Airline, cruise ship, vertical integration, travel agent, Thomas Cook, tour operator, serviced, ferry company, aviation, Channel Tunnel, low-cost airline, Network Rail, attractions, lastminute.com, ABTA.
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