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Travel and Tourism
Paper 4 Specialised Tourism
Recommended Prior Knowledge
There are clear links between the content of this part of Paper 4 and the content of the remaining sections of the paper, 4.2 Cultural Tourism and 4.3
Adventure Tourism.
The IGCSE and O Level Travel and Tourism courses introduce students to the concept of environmental impacts of tourism. However, it is possible for
students to achieve success in this syllabus, without having previously studied the IGCSE/O Level.
Context
For their external assessment, students must make a study of at least one ecotourism project and be fully aware of the principles of ecotourism. Students
should use a case-study approach to examine the issues affecting the practice of ecotourism.
For 4.2, Cultural Tourism relates to individuals and groups of people who travel in order to experience things like heritage, religion, art and customs to
develop knowledge and understanding of different communities’ ways of life and tradition.
For 4.3 Adventure tourism refers to outdoor leisure activities, usually entailing some element of risk and which require relatively high levels of physical activity.
For their external assessment, students should use a case-study approach to examine the growth and development associated with the adventure tourism
market
Outline
It is suggested that students become familiar with the meaning of ecotourism and the concept of sustainability before looking at a range of examples of real
ecotourism projects.
4.1 Ecotourism
AO
Learning outcomes
Suggested Teaching activities
Learning resources
GCE A2 Travel and Tourism (for OCR
Double Award) Heinemann 2006
A Rowe, J Smith , S Stewart, F Warburton
R Demaine
ISBN 0435463551
Pages 119 - 155
4.1
Students should be able to:
Define ecotourism
Understand what ecotourism involves
•
Ask students to find an appropriate definition of ecotourism.
Search websites to investigate definitions and develop further
understanding of the nature, aims and objectives of
ecotourism.
www.xtremepapers.net
e.g www.world-tourism.org ,
www.ecoclub.com, www.wttc.org,
www.ecotourism.org
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AO
Learning outcomes
Suggested Teaching activities
Learning resources
•
For example, the Ecotourism Society’s definition could be
given as the following exercise:
Aspect
Meaning/exemplification
Purposeful travel
Natural areas
Culture
Natural history
Integrity of the ecosystem
Economic opportunities
Conservation of natural resources
Beneficial to local people
Students should be able to:
•
Examine the similarity between ecotourism and the concept of
sustainability.
Demonstrate an understanding of the
relationship between ecotourism and
the concept of sustainability
•
Use Sustainable Development of Tourism - conceptual
definition (WTO, 2004) as a discussion point. (Website
reference for this document is given in learning resources for
this section.)
•
In discussing this issue, students might consider the following
points, e.g. sustainable tourism should:
-Make optimal use of environmental resources that constitute
a key element in tourism development, maintaining essential
ecological processes and helping to conserve natural heritage
and biodiversity.
-Respect the socio-cultural authenticity of host communities,
conserve their built and living cultural heritage and traditional
values, and contribute to inter-cultural understanding and
tolerance.
-Ensure viable, long-term economic operations, providing
socio-economic benefits to all stakeholders that are fairly
distributed, including stable employment and income-earning
opportunities and social services to host communities, and
contributing to poverty alleviation.
www.xtremepapers.net
www.unep.fr/pc/tourism/susttourism/home.htm
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AO
Learning outcomes
Suggested Teaching activities
•
Issue copies of this document and ask students to produce a
mindmap of key information relating to the issues of
sustainability; classify and identify sub-categories of
information for each stem of the mindmap.
Students should be able to:
•
Revise the key characteristics of private, public and voluntary
sector organisations.
Understand and explain the roles of
organisations involved in ecotourism
•
Ask students to research the roles of major
public/private/voluntary organisations involved with
ecotourism.
Learning resources
e.g www.dragoman.com/tripstyles
www.unesco.org
http://whc.unesco.org/en/35/
www.discoverhongkong.com
•
They should be able to identify links between different agents
of tourism in private sector enterprises, public sector
organisations and voluntary sector bodies.
www.bahamas.com/bahamas
www.tourism.australia.com
Students should be able to:
Demonstrate an understanding of the
principles of the ecotourism model of
conservation
•
Students should also be able to identify typical aims and
objectives of organisations from each sector and investigate
the importance of collaborative working across sectors.
•
Use the Dragoman website to establish their aims and
objectives and compare these with any major international
tour operators or hotel chains in the private sector.
•
Investigate the aims and objectives of a public sector
organisation such as UNESCO, World Heritage, or
government tourism departments. Identify funding
mechanisms and assess levels of involvement in tourism
projects.
•
Investigate the aims, objectives and funding sources of a
voluntary organisation such as Tourism Concern and then
write a comparison of operational motives between voluntary
organisations and the private sector.
•
Ask students to identify the main principles of ecotourism
model of conservation: e.g.
-To protect, conserve and maintain the original environment
and its species diversity with minimum interference and
intervention from management practices in place;
www.xtremepapers.net
www.tourismconcern.org.uk
e.g
www.coralcay.org/science/publications/ph
ilippines_t_2002_negros_eco.pdf
www.aquatrek.com/news.cfm?monthId=1
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AO
Learning outcomes
Suggested Teaching activities
-Management practices are to maintain, and where necessary
increase, the indigenous diversity through species reintroduction, management of resources and protection of the
indigenous habitat;
-To ensure that areas under conservation management are
economically self-sustaining through the introduction of
successful, high value tourist practices;
-To encourage meaningful low-impact tourism activities that
emphasise conservation practices, environmental education,
the history and culture of indigenous communities and provide
the visitor with a sincere educating experience
•
Identify a series of examples where aspects of the model
could be applied.
•
Students to make a detailed study of an appropriate
ecotourism project using a Case Study approach. The Dubai
Al Maha Desert Resort Case Study materials are available,
although an investigation into a local ecotourism project would
be ideal.
•
•
•
•
Students can then produce a report or give a presentation that
considers the impact of ecotourism in the chosen destination
and assesses the extent to which ecotourism is sustainable
within the selected locations.
The report or presentation should cover:
Positive and negative impacts – economic, social, cultural and
environmental as well as existing management strategies or
those required to sustain ecotourism activities.
Work in groups to investigate one chosen project and prepare
a presentation of findings including:
-how the project was managed;
-the aims and objectives of the project;
-the public, private or voluntary organisations involved;
-its overall effectiveness.
These presentations could be delivered to the rest of the
group. A series of such presentations will broaden the
www.xtremepapers.net
Learning resources
2&yearId=2007
www.travelnews.com.na/index.php?fArticl
eId=1039
www.unwto.de/thailand.html
E.g. for Dubai
www.ddcr.org
www.al-maha.com
Alternatives could include:
The Case of Río Blanco, Ecuador
www.eduweb.com/schaller/RioBlancoSu
mmary.html
The Case of Langtang National Park,
Nepal
www.earthpreservation.org/projects/langt
ang_nepal.html
The case of the Conservation Of The
Kalahari Ecosystem
www.bookaholiday4.me.uk/South_Africa_
Kalahari.html
Australia’s Great Barrier Reef
www.nationalgeographic.com/xpeditions/l
essons/14/g912/geoactreef.html
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AO
Learning outcomes
Suggested Teaching activities
students’ awareness of existing ecotourism projects.
Extension work
The following questions will help to develop students’ powers of
explanation and analysis within the case study investigation.
(i) Which social, cultural and/or environmental issue(s) is the project
aiming to conserve and protect?
(ii) What may be the negative aspects of increased tourism at the
destination in terms of social, cultural and/or environmental issues?
(iii) If the project involves preservation of historic monuments, explain
how preservation and conservation of these is enabled throughout the
project.
(iv)Explain how management of the environment as a tourist resource
can contribute to the development of the destination.
(v) Discuss how the various agents of tourism development are
involved with the chosen project and how they have incorporated the
feelings of the host population.
(vi) Analyse the benefits of this ecotourism project not only to the host
community but also the wider international tourism industry.
www.xtremepapers.net
Learning resources
www.studyguide.pk
4.2 Cultural Tourism
AO
Learning outcomes
Suggested Teaching activities
Learning resources
AO1
AO2
Students should be able to:
Define the term cultural tourism and provide examples of the main
Cultural Tourism activities
GCE A2 Travel and Tourism (for OCR
Double Award) Heinemann 2006
A Rowe, J Smith , S Stewart, F
Warburton, R Demaine
ISBN 0435463551
Pages 204 - 235
Appreciate the diverse range of
cultural characteristics that draw
tourists to visit different destinations.
AO2
AO3
Students should be able to:
Investigate how cultural heritage and
attractions contribute to the
attractiveness of a destination to
tourists.
AO3
Students should be able to:
Consider how tourism will affect host
cultures and populations.
•
Ask students to describe and exemplify the following:
-Culture as heritage e.g. historic buildings and monuments
-Culture as performing arts e.g. theatres and concerts
-Culture as visual arts e.g. museums and galleries
-Culture as events & festivals e.g. carnivals and parades
-Culture as creativity e.g. dance and painting
-Culture as everyday life e.g. traditions and rituals.
Investigate the range of activities linked with cultural tourism and
identify several international destinations appropriate to each of the
following:
• Visiting indigenous populations
• Visiting World Heritage Sites
• Visiting historic towns
• Attending arts festivals
• Attending carnivals
• Attending large international events
• Engaging in creative/holistic activities
• Visiting culturally regenerated industrial cities
• Visiting simulated worlds (e.g. Las Vegas).
Investigate the ways in which cultural tourism has caused the host
population and/or way of life to be adapted.
•
Ask students to identify positive and negative cultural impacts.
•
Students must be able to distinguish between examples of
redeveloped or restaged traditional cultures or heritage; where
the tourism product has been altered specifically for the benefit
www.xtremepapers.net
www.uneptie.org/pc/tourism/susttourism/soc-drawbacks.htm
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AO
Learning outcomes
Suggested Teaching activities
Learning resources
of tourists and the continuation of traditional cultures.
AO1
AO2
AO3
Students should be able to:
AO3
Students should be able to:
Explain the importance of cultural
attractions and their significance on a
national and international scale.
Recognise the importance of accepted
behaviour within certain situations.
AO1
AO2
AO3
AO4
Investigate the importance of cultural attractions.
•
Students to provide named examples of:
-specially created ‘cultural packages’ (e.g. cookery packages)
-religious tourism (e.g. pilgrimages)
-historical events (e.g. battlefield visits)
-heritage sites
Investigate codes of good tourist behaviour in respecting the
traditions, customs and values of other cultures.
•
www.gapadventures.com/sustainable_t
ourism/responsible_traveller.php
Ask students to provide specific examples of acceptable conduct
in respect of the following: dress, behaviour, laws etc
Case Study Investigations
Individual or groups of students research a chosen Cultural destination.
e.g. www.latviatourism.lv
www.aboriginaltourism.com.au/
•
Ask students to produce an informational leaflet for their
chosen destination which would provide the tourist with ‘tips’
relating to traditions, acceptable or inappropriate
behaviour/gesture and customs. This could also include food to
try, safety, language etc.
•
Similarly, ask students to produce a guide book entry
mentioning cultural events and festivals, pilgrimages,
celebrations, religion and the growth/re-development of cultural
and heritage sites and their significance. This should also
consider cultural characteristics and specialised cultural tourism
available e.g. visits to theatre, historical trails, food tasting and
cooking tours, course for arts, music, dance, and crafts as part
of holiday experiences.
•
Students can then compare and contrast the chosen destination
with their local area in terms of cultural appeal.
www.xtremepapers.net
www.darktourism.net/
www.euromonitor.com/
www.aito.co.uk/v2home/culturalholidays.html
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4.3 Adventure Tourism
AO
Learning outcomes
Suggested Teaching activities
AO1
Students should be able to:
Define the term ‘adventure tourism.’
Demonstrate an understanding of what
is actually involved in terms of the
main adventure tourism activities
(ATAs).
•
Ask students to idea storm words associated with the term
‘adventure’. Then categorise these words into core characteristics of
adventurous activities, emotions associated with adventure and
motivators for engaging in adventurous activities.
e.g.
Core Characteristics Emotions
Risk
Fear
AO1
AO2
Students should be able to:
Show knowledge of the types of
activity sometimes referred to as part
of an ‘adventure holiday’.
Learning resources
Motivators
Novelty
Identify examples of adventure tourism activities.
•
•
•
•
Idea storm to create a list of as many adventure tourism activities as
possible. Ask students to categorise activities under the following
headings in the form of a table:
Water-based ATAs
Land-based ATAs
Air-based ATAs
Examples of adventure tourism activities, e.g.
Name of Activity Category
Canoeing
Water-based
Snowboarding
Land-based
Hang-gliding
Air-based
AO2
Students should be able to:
Understand the types of setting for
adventure tourism activities.
Explore the range of environments typically associated with adventure
tourism activities.
•
Ask students to consider where tourists will engage in the sorts of
adventurous activities identified in the table in the previous task.
They should give reasons for their answers.
www.xtremepapers.net
•
•
•
•
•
•
The local area’s tourist or
visitor guide
Local tourist board’s
“Destination Manual”
Internet sites
Advertisements
Guidebooks
Brochures
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AO
Learning outcomes
Suggested Teaching activities
AO1
AO3
Students should be able to:
Investigate local and international examples of destinations offering
adventure tourism activities.
• Use a wide range of resources to investigate the nature of
adventurous activities offered in specific destinations. Use a table
such as the one below to guide students to make connections
between regions of the world and the type of adventurous activities
associated with these areas. E.g.
•
Understand and appreciate the scale
and significance of adventure tourism
on a global scale.
Region of the World
Students should be able to:
Explain the scale of adventure tourism
provision in a chosen adventure
tourism destination
Demonstrate an understanding of the
impacts that the development of the
adventure tourism market has on a
destination.
•
•
•
•
Scuba diving;
Trekking in Nepal;
Use a case study approach, to carry out a detailed study into
adventure tourism provision in one destination. For the chosen
adventure tourism destination:
•
•
The local area’s tourist or
visitor guide
Local tourist board’s
“Destination Manual”
Internet sites
Advertisements
Guidebooks
Brochures
Nature of Adventurous Activities
Central, Southern America
Island destinations e.g. Caribbean
Europe
Middle East
Asia
North America
Australia
New Zealand
Antarctic
AO1
AO2
AO3
AO4
Learning resources
Students to identify the range of adventure tourism activity providers
in the area; explain the range of products and services offered to
adventure tourists in the area and examine how the destination has
developed in terms of:
-Environmental factors – positive and negative impacts on the
environment
-Numbers of visitors (day visits, overnight visits & overseas visitors
and the economic impacts of increased visitor numbers)
-Socio-cultural impacts
-The agents of adventure tourism development and the roles of the
Private, Public & Voluntary sectors and the influence of ATA
Governing & Regulatory Bodies (if applicable)
-Support facilities within the destination
-Management of the impacts of adventure tourism in the area, both
www.xtremepapers.net
e.g.
www.gttp.org/html/case_studies.htm
l#AdventuresTourism
www.atmagazine.co.uk
www.nationalgeographic.com/adven
ture/
www.globaltravelerusa.com/
www.wanderlust.co.uk/
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AO
Learning outcomes
Suggested Teaching activities
Learning resources
positive and negative
AO3
AO4
Students should be able to:
•
Students can carry out Internet research in order to identify specific
examples of positive environmental impacts of adventure tourism
activities, e.g.
-Conservation of heritage sites
-Regeneration & redevelopment of derelict sites
-Pollution controls
-Traffic & access management schemes etc.
•
Ask students to identify examples of negative effects, e.g.
-Traffic congestion
-“Honeypot” sites
-Footpath erosion
-Loss of open space
-Water supply issues
-Wildlife habitats
-Loss of bio-diversity
-Water & air pollution
Analyse and exemplify the positive and
negative impacts of adventure tourism
activities on the environment
www.xtremepapers.net
Sample case studies of particular
developments, e.g. within
Adventure Tourism: The New
Frontier Butterworth Heinemann
2003
J Swarbrooke, C Beard, S Leckie,
G Pomfret
ISBN 0750651865.
Newspaper articles & reports.
GCE A2 Travel and Tourism (for
OCR Double Award) Heinemann
2006
A Rowe, J Smith , S Stewart, F
Warburton
R Demaine
ISBN 0435463551
Pages 157 - 202