Travel and Tourism
An Introduction
[INTERMEDIATE 2]
Travel and Tourism
Intermediate 2
An Introduction
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The Scottish Qualifications Authority regularly reviews the arrangements for National
Qualifications. Users of all NQ support materials, whether published by LT Scotland or
others, are reminded that it is their responsibility to check that the support materials
correspond to the requirements of the current arrangements.
Acknowledgement
Learning and Teaching Scotland gratefully acknowledge this contribution to the National
Qualifications support programme for Travel and Tourism.
This resource is based on the HSDU publication Travel and Tourism: Introduction to
Travel and Tourism at Intermediate 2, product code 5642, which was published in August
1999. Learning and Teaching Scotland acknowledges with grateful thanks the
commitment of the authors and other contributors in revising the original resource.
First published 2005
© Learning and Teaching Scotland 2005
This publication may be reproduced in whole or in part for educational purposes by
educational establishments in Scotland provided that no profit accrues at any stage.
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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CONTENTS
Introduction
Unit content
Unit outcomes, performance criteria and assessment
How to deliver the unit
The learning environment
Opportunities for integration with other units
Using education/industry links
Resources
Scheme of work
Schedule of work
4
4
8
11
12
12
12
16
17
Section 1: Outcome 1 – Tutor notes, student activities,
OHTs and handouts
20
Section 2: 2 – Tutor notes, student activities,
OHTs and handouts
82
Section 3: Outcome 3 – Tutor notes, student activities,
OHTs and handouts
143
Appendices (for use with this unit and with Business Practices in Travel and
Tourism unit)
Appendix 1: Student guide
Appendix 2: Contact addresses
Appendix 3: Industry visits and visit record sheets
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196
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Intermediate 2
An Introduction
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INTRODUCTION
Unit content
This Unit is designed as an introduction to the subject and covers underpinning
knowledge and understanding required for employment in the industry, including
introductory studies on the growth of travel and tourism. The Unit also creates an
awareness of the economic issues associated with the development of the
industry.
It is also designed to meet the needs of those candidates wishing to pursue a
career in the travel and tourism industry and those with a general interest in the
subject area.
The specific aims of the Unit are to develop:

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
understanding of the concept of travel and tourism
knowledge and understanding of industry terminology
knowledge of the development and growth of the industry from its early
stages to present-day trends
knowledge and understanding of the economic, social, cultural and
environmental impacts which occur as a result of travel and tourism activities.
Unit outcomes, performance criteria and assessment
Outcome 1
Explain the concept of travel and tourism and associated industry terms.
Performance criteria
(a)
(b)
Explain accurately the concept of travel and tourism in terms of distance,
time and purpose.
Define terms clearly in accordance with standard industry practice.
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Travel and Tourism
Intermediate 2
An Introduction
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Introduction
Outcome 2
Describe the main events in the development of the travel and tourism industry.
Performance criteria
(a)
(b)
(c)
Describe briefly, with chronological accuracy, the main developments in
travel and tourism.
Identify the reasons for the growth of travel and tourism in terms
of political, economic, social and technological change.
Identify current trends in tourist activities and patterns of
employment in the travel and tourism industry.
Outcome 3
Describe the impact of travel and tourism activities.
Performance criteria
(a)
(b)
(c)
Describe accurately the contribution of travel and tourism to the economy in
terms of employment and income.
Describe accurately the social and cultural impacts of travel and tourism
activities.
Describe accurately the environmental impact of travel and tourism
activities.
Assessment
Guidance on assessment is provided in the National Assessment Bank item for
this unit, where the recommended format is:
One instrument of assessment made up of short-answer and restricted-response
questions. It will be a closed-book assessment of not longer than one hour’s
duration to be completed under supervised conditions.
The assessment will sample the content and skills described below by including
questions that reflect the breadth of content and skills shown.
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Intermediate 2
An Introduction
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Introduction
Outcome 1
 Travel and Tourism terminology including:
–
modern definitions of tourism
–
the complexity of definitions and overlap with other disciplines such as
leisure and recreation, and hospitality.
 In particular, candidates should be familiar with the following terms:
–
tourism
–
travel and tourism
–
tourist
–
excursionist
–
travel and tourism product
–
domestic tourism
–
inbound tourism
–
outbound tourism
–
tourist trip
–
tourist nights
–
visiting friends and relatives (VFR)
–
incentive travel
–
business tourism
–
mass tourism
–
long-haul destination
–
identikit destinations
–
tour operator
–
charter flight
–
scheduled flight
–
‘no frills’/low-cost airline
–
package holidays
–
including ‘no frills’
 The concept of tourism
–
as one use of leisure time
–
the act of travelling
–
temporary stay
–
activities undertaken at the destination
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Intermediate 2
An Introduction
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Introduction
Outcome 2

The history of travel and tourism, including:
–
the growth of spas and seaside resorts
–
the Grand Tour
–
the Industrial Revolution and the development of railways and
steamships
–
the part played by Thomas Cook
–
relevant government acts in relation to bank holidays and holidays with
pay (1871 Bank Holiday Act, 1938 Holidays with Pay Act, and 1969
Development of Tourism Act)
–
increasing personal mobility, such as the impact of the spread of car
ownership
–
the development of holiday camps
–
the impact of World Wars, jet aircraft, tour operators, package holidays,
travel agencies, purpose-built resorts and specific attractions

The scale of the industry today, including:
–
long-haul flights
–
second holidays
–
short breaks
–
growth in independent travel
–
environmentalism
–
the nature of employment in tourism-related industries
–
main job roles and progression within the industry
Outcome 3

The impact of travel and tourism in relation to:
–
its direct and indirect contribution to the economy, balance of
payments, development potential
–
low-cost airlines, e-tourism
–
host–tourist relationships
–
damage caused by people pressure and tourist traffic, conservation
and improvement of the natural and built environment, ecotourism and green tourism
© Learning and Teaching Scotland
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Intermediate 2
An Introduction
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Introduction
How to deliver the unit
In terms of learning and teaching:
The Scheme of Work which follows gives an outline of suggested delivery times.
All timings are approximate however, and will depend on the particular student
groups and on centres’ own circumstances. The more detailed Work Schedule is
divided into slots of 2 hours as an example, but where local timetabling
arrangements dictate longer or shorter periods, adjustments can be made
accordingly. In timetabling the unit however, account should be taken of the need
to accommodate field trips and visiting speakers.
Induction
A framework for Unit Induction might include:
Introduction
Method
•
•
•
•
•
teacher input
unit descriptor
student guide
•
•
•
teacher input
unit descriptor
student guide
discussion and questions
•
brainstorming/activity
to what is to be learned
to why it’s relevant
to how it will be taught
to where learning will take place
Information
•
•
•
•
•
•
about what is expected of students
about homework
about progress monitoring,
assessment, and remediation
about practicalities – materials
needed
about where to get help
about levels of prior knowledge
Induction may also include an activity, e.g. a tourism orientation visit in the local
area; Welcome Host (for students taking the unit as part of the course) .
Experience shows that such a field visit can have a positive impact on student
retention and motivation, as well as introducing the student to tourism as a ‘real’
industry before they embark on the theory.
A sample student guide is contained in Appendix 1. Materials for the teacher’s
induction pack are provided in the introduction to Outcome 1.
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Intermediate 2
An Introduction
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Introduction
Approaches to learning and teaching
Students should be encouraged to investigate travel and tourism in the local
area. As in all vocational tourism units, maximum use should be made of
authentic materials, access to industry specialists and organised visits as
appropriate and feasible within the limits of time and other centre resources.
Visiting speakers are a valuable and desirable part of the learning process in
specific sections of the unit. Where industry visits are not feasible for geographic
or other reasons, case studies backed up with authentic materials, video or
multimedia packages may be used. Students should participate in the discovery
and collection of tourism materials.
Outcome 1 can seem quite theoretical in content, and students will find it much
easier to grasp concepts if these are presented in terms of what actually
happens. So an orientation visit to local tourist areas where students will be able
to make initial observations about the nature of travel and tourism through
structured investigation is recommended as an appropriate teaching/learning aid.
This could be done using the Downtown Explorer materials section of this pack
and may be followed up later in Business Practices in Travel and Tourism with more
specific investigation of local providers and facilities. Practical work in the
classroom will require students to have access to a range of up-to-date tourism
materials (see Resources section on page 12) and the initial visit will provide the
opportunity for students to be involved in the collection of these materials.
Outcome 2 is mainly factual in content, and individual resource-based learning
coupled with group activities can be used to guide the students through the
history and development of the industry. Materials collected from travel agents
and Tourist Boards will provide a useful resource when trends in travel and
tourism are covered.
In Outcome 3, an initial teaching input focusing on the main impacts of travel and
tourism would be appropriate. This might involve lectures, tutor-led discussion,
debates, task sheets and the use of video to highlight the main points and
provide input on global as opposed to local issues. This approach should be
followed up by individual Case Study work. Where the case study is to be based
on mainly desk research, a more global topic may be selected, as long as the
centre can provide sufficient materials to support the student.
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Intermediate 2
An Introduction
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Introduction
Examples of appropriate teaching/learning approaches for the unit could include:
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Lecture – mostly interactive, with the students providing examples
Case studies
Visits and speakers
Media watch – for tourism trends
Group work – discussions, debates, presentations, etc.
Practical fieldwork, e.g. investigations of tourism activity in the local area;
surveys and questionnaires
Discovery exercises using tourism materials
Desk research
Direct sourcing of materials by students for use in classroom activities
Video- and resource-based learning packs (especially for Outcome 3)
Resource-based exercises
Quizzes, matching exercises, games
Collection of newspaper articles in local or national newspapers re impact of
tourism in the area studied.
Assessment
Reference is made in the pack to the NAB. This is the National Assessment Bank
item for this unit which contains one assessment instrument that covers the
content of the three outcomes. Centres that wish to use their own assessment
materials should send these to SQA for prior verification.
© Learning and Teaching Scotland
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Intermediate 2
An Introduction
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Introduction
The learning environment
Within centres
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A whiteboard or blackboard and an overhead projector will be required
As there is also video material available, particularly on the impact of tourism
(Outcome 3), a VCR may be required for some sessions
Access to IT resources such as PCs with CD-ROM and Internet connection
will also enhance learning in this area.
Students will benefit from as attractive and professionally presented a learning
environment as it is possible for centres to provide. The ideal is that a dedicated
classroom should be allocated for tourism classes:



to allow teachers and lecturers to customise the learning environment to the
vocational area
to allow open access during class time to the wide range of tourism materials
to which students must have access, and avoid the necessity of having to
transport large amounts of materials and equipment between classrooms
so that resources can be used and maintained by all students following
tourism courses in the centre at this and other levels.
Outwith centres
Because of the nature of the unit, the learning environment in this case is not
confined to the classroom and will include visits to providers in the travel and
tourism industry. It may also include field trips to travel/ holiday shows or other
promotional events. Many schools and colleges have staff with experience in
establishing business links who will view the task of setting up visits as an
extension to an already existing framework. For those with less experience, more
guidance on how to set up and get the most out of visits and speakers is given in
Appendix 3.
In addition to recognising the learning opportunities offered by such visits,
students should be made aware of the responsibilities which participation in field
trips entails. In particular, it should be made clear that continued support from
industry will depend to a great extent on their conduct, enthusiasm and
commitment to the tasks set. Schools and colleges may have existing guidelines
to ensure that student groups make the most favourable impression when in
contact with co-operative businesses. However, a standard statement is included
within the Student Guide (see Appendix 1).
© Learning and Teaching Scotland
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Intermediate 2
An Introduction
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Introduction
Opportunities for integration with other units
There may be opportunities for integrating the fieldwork involved in this unit with
the research required for Business Practices in Travel and Tourism.
Using education/industry links
See references to visits and speakers above. Appendix 3 contains further
guidance on industry visits as a teaching/learning approach and the preparation
and conducting of visits is also incorporated in this. In the context of this unit and
Business Practices in Travel and Tourism, visits to the following types of
providers and facilities would be appropriate:
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travel agent
tour operator
accommodation providers catering for different markets
travel and transport providers and termini
visitor attractions
retail and catering outlets
tourist information providers.
Resources
Teaching packs
This resource is an update of the teaching pack produced by HSDU for the 80hour unit – Travel and Tourism: An Introduction (D43811). This unit has been divided
into 2 × 40-hour units for delivery in August 2005.


Travel and Tourism: An Introduction
Business Practices in Travel and Tourism
Tourism Concern is a good source of both teacher and student resource packs
and video material for Outcome 3. This is particularly useful where the resourcebased route to assessment is adopted. Teachers should get a copy of the
Resources Catalogue in advance to check what is available so that students can
be guided towards investigation of an area or country for which there is plenty of
material available. Some material is only available to members – annual
membership is currently £20 (individual only – there is no educational
membership category) and £12 for the unwaged.
Tel: 020 7133 3331 or 020 7753 3330
Website: www.tourismconcern.org.uk
Address: Stapleton House, 277–281 Holloway Road, London N7 8HN
Organisations like the New Lanark World Heritage Centre have also produced
good case-study material which could be used as a learning resource – this is
available on www.LTScotland.org/NQ
© Learning and Teaching Scotland
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Intermediate 2
An Introduction
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Introduction
There are no set texts for students. Teachers may however find any of those
produced for GNVQ courses useful as references or background reading for
specific outcomes. There are many titles on the bookshelves and the range can
be quite daunting, but the following are a mainly tried-and-tested selection which
teachers may wish to dip into. In addition, students should have access to an
atlas to look up destinations worldwide.
Title
Author
Publisher
Comments
Complete A–Z of
Leisure, Travel
and Tourism
Youell R
Hodder &
Stoughton
Good for glossary
of terms.
Tourism
Davidson R
Addison, Wesley, A basic textbook –
Longman
suitable background
reading for students
at this level.
The Business of
Tourism
Holloway J C
Addison, Wesley, Suitable background
Longman
reading for teachers,
covering aspects of
all outcomes.
An Introduction to
Travel and
Tourism
John Ward
Longman
Good for Outcome 2
and Outcome 3.
Thomas Cook –
Jill Hamilton
The Holiday Maker
Sutton Publishing Good for
(2005)
background reading
for teacher.
History of tourism.
Flight to the Sun – Roger Bray
The Story of the
and
Holiday Revolution Vladimir Raitz
Continuum,
New York
Good for
background reading
for teacher.
History of tourism.
Travel and
Tourism, Book 1
Heinemann
(2005)
Contains valuable
information –
written for BTEC.
Gillian Dale
© Learning and Teaching Scotland
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Intermediate 2
An Introduction
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Introduction
Media
Video/CD
Springboard UK have various resource packs including a video/CD featuring
people working in the travel and tourism industry. Springboard also produce a
Career Compass magazine that can be ordered online.
TTP sell a resource file for teachers of tourism which currently (April 2005) costs
£35 plus p & p.
To order the Resource File – e-mail johnh@springboarduk.org.uk or telephone
029 20435630.
Beyond the Brochure – Tourism Concern produce this introductory video on what
the host population in the Gambia think of the tourists visiting that country, plus
many other videos on tourism impacts. This one is being sent free to all schools –
if you don’t have it, try your English Department as it may have been sent to
them.
There is generally quite a lot of video material available on Outcome 3 issues.
Videos from Classroom Video can be obtained at a reasonable cost covering
Ecotourism and The Impact of Tourism, and are very useful resources for
Outcome 3.
Tel:
01454 324222
e-mail: sales@classroomvideo.co.uk
There are various television programmes shown on Cable/Sky on UK History
showing the Industrial Revolution – Development of Transport. These
programmes make the handouts come ‘alive’ and are relevant.
Tourism industry materials
 Tourism in Scotland Research (produced annually is available from the
scotexchange.net website)
 VisitScotland (network brochures and statistics on tourism in your area)
 Tour operators brochures (available from travel agencies or direct. Ask them
to let you have the ones they are throwing out)
 Local maps, leaflets, brochures, flyers, etc. (produced by providers)
 Scotland Groups Guide (VisitScotland) and/or VisitScotland Travel Trade
Guides
 Scotland: Conference Guide; Incentive Planner; Corporate Hospitality
 Guide (all VisitScotland) You will probably only be able to get one copy of
each.
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Intermediate 2
An Introduction
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Introduction
Subscriptions
 Travel Weekly, for keeping up to date with travel news
(travelweekly. co. uk)
 Travel Trade Gazette, for keeping up to date with travel news
 Signpost – free quarterly newsletter on Scottish tourism published by
VisitScotland
 Tourism Concern: membership-based organisation.


Scotexchange newsletter
) online subscription, free
Scottish Tourism Forum newsletter )
© Learning and Teaching Scotland
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Intermediate 2
An Introduction
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Introduction
Scheme of Work
This unit lasts for 40 hours. The schedule below is for guidance only and times
spent on particular topics may vary according to local circumstances and the
composition of learner groups.
Hours
Outcome
Key content
1–12
Outcome 1






Introduction to the unit
Tourism and tourists
The travel and tourism product
Definitions
Tourism in Scotland
Revision
13–22
Outcome 2

The history of travel and tourism: main
developments and reasons for growth
Trends in travel and tourism
Employment patterns
Revision



23–37
Outcome 3
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37–40
Remediation
Case studies
The effects of tourism on the economy of
destinations
The effects of tourism on the society and
culture of destinations
The effects of tourism on the environment
Visits, field work, desk research
Independent work on projects with tutor
support
Revision
Assessment for unit
• Retesting and resulting
© Learning and Teaching Scotland
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Intermediate 2
An Introduction
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Introduction
Work schedule
This schedule is provided for guidance only as to a possible delivery model.
Actual times and lesson content will depend on individual centres’ circumstances
and the composition of learner groups.
Hours
Outcome
Key content
Possible specific content
and teaching approach
1 and 2
Outcome 1
Unit induction
and intro to
concepts
– tourism and
tourists
Extra
hours
All
outcomes
Travel and
tourism
in the local area
3 and 4
5 and 6
Outcome 1
Tourism
purposes,
related concepts,
types of tourism
Unit specification; delivery
and assessment
arrangements.
Brainstorming – what is
tourism?
Who are the tourists?
Fact-finding visit to find out
about the travel and tourism
product. Include visit to TIC
and travel agency if possible.
Visit to an attraction if
possible. *
Leisure and business tourism;
tourism and leisure; travel and
tourism; inbound and
outbound; domestic and
overseas visitors; day trips.
Mass tourism; ‘identikit’
destinations; long-haul
destinations.
7 and 8
Outcome 1
The travel and
tourism product
Elements of the travel and
tourism product. Matching the
tourist to the product.
Scheduled/chartered flights,
‘no-frills airlines’.
9 –12
Outcome 1
Outcome 1
Consolidation quiz;
revision.
13 and
14
Outcome 2
Tourism in
Scotland;
travel and tourism
trends
(Outcome 2 )
Tourism in Scotland:
definitions, volumes and
values, market segments,
preferences, tourist activity,
etc. Look at
scotexchange.net website –
set questions.
Recent trends and forecasts in
inbound and outbound travel.
© Learning and Teaching Scotland
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Intermediate 2
An Introduction
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Introduction
15 and 16 Outcome 2
Introduction to
Outcome 2 –
history of
travel and tourism
If Centre has access to FETV
Video – History and
Development Chronological
Overview, then this can be
used here; or UK History
programmes on the Industrial
Revolution – Development of
Transport.
17–18
Economic, social
technological and
political
developments
Major developments by
category to end of 19th century.
19 and 20 Outcome 2
20th-century
developments
Tourism in the 20th century.
21 and 22
Developments in
tourism today: the
21st century
Rise of mass tourism.
Employment patterns and
initiatives.
Trends.
23 and 24 Outcome 2
Outcome 2
review
Consolidation and recall
exercises; revision.
Outcome 2
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Intermediate 2
An Introduction
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Introduction
25–35
Outcome 3
Main impacts of
tourism
developments
Video (FETV etc.)*
Brainstorming on positive and
negative impacts of tourism
developments and behaviours.
Group feedback.
Outcome 3
Tourism impacts
on the economy
Outcome 3: Tourism and the
economy.
Outcome 3
Tourism impacts:
social, cultural,
environmental
Class-based investigation into
the impact of tourism, drawing
on examples from within and
outwith Scotland.
Outcome 3
Case study
Desk/field research with tutor
support. Teachers may
choose, depending on
feasibility, resources, etc., to
base the case study on the
local area, involving a visit,
survey of visitors, local
businesses, residents, etc., or
on a more distant destination
where desk research will need
to be carried out with access
to appropriate
resources.
36–37
Assessment on whole unit (one hour)
38–40
Remediation and reassessments where required
* Timing of first visit: The intention behind scheduling this visit at the beginning
of the unit is to enable students to benefit from the learning experience of the visit
when considering travel and tourism concepts and terms used in the industry, i.e.
to provide them with a ‘hook’ on which to hang travel and tourism ideas and
concepts. In this way classroom teaching can be related to the student’s own
experience and observations to facilitate learning. The findings of this visit can
also be used in the introduction to Business Practices in Travel and Tourism.
© Learning and Teaching Scotland
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Intermediate 2
An Introduction
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SECTION 1
Outcome 1
Explain the concept of travel and tourism and associated industry terms.
Topic areas

Tourism and tourists:
What is tourism?
Tourists, excursionists, day visitors Visits,
nights and trips

Tourism purposes:
Leisure and business travel

Related concepts :
Tourism and leisure
Travel and tourism

Types of tourism:
Domestic, inbound, outbound

The travel and tourism Components
product:
Matching to the customer
Tangible and intangible aspects

Tourism in Scotland:
How it all fits together

Definitions roundup:
Checking recognition of key concepts and
definitions
Delivery
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In this section there are 25 activities, made up of learning, consolidation and
extension exercises.
Teachers may wish to use all or some of these and to supplement them with
their own materials and resources from previous Travel and Tourism packs
where the material is still current and relevant.
Some activities may be used as homework exercises or for the students to
take notes during lectures.
Video material may also be used to support this outcome. See resources
section.
Input from the teacher will be required to outline and clarify main issues and
to guide discussion, and OHTs are provided for this purpose.
OHTs may also be used as handouts.
Access to up-to-date tourism publications will be needed.
© Learning and Teaching Scotland
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Intermediate 2
An Introduction
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Outcome 1
Teachers notes
Topic and activity
Resources
Student guide
Induction. Issue the student guide and talk through the
OHTs 1–4
unit:
aims of the unit; types of classroom activity, visits, practical
content, scope for independent study. Types of homework
tasks, e.g. worksheets, sourcing and gathering of materials,
examples of promotional literature, etc. Students should be
encouraged to ‘media watch’ for examples of ads, PR
coverage, special promotions, etc.
Timing and nature of assessment and reassessment
arrangements.
Question and answer.
Student
Tourism and tourists
activities 1–12
Activity 1: Brainstorming
This activity can be a starting point to introduce many ideas
about travel and tourism. Most groups will come up with the
usual information relating to holidays, overseas visitors,
holidays abroad, summer sun, etc. Others may introduce
more sophisticated ideas relating to the concepts of travel,
leisure, domestic tourism, day visitors as tourists, etc. The
teacher may sum up by listing the main themes that the
students have highlighted to illustrate both what they know
already and also to point out how what has been explored
fits into the study of travel and tourism. This activity will
also provide the teacher with a quick overview of the level
and experience of the group.
If ideas dry up, students can be prompted to ask
themselves
who, what, why type questions, e.g.
Who are the tourists – are they all holidaymakers?
What do tourists come here for? What facilities are used by
visitors to your town?
Where do they come from, where do they go?
When do tourists travel?
Why do people travel?
How do tourists get around? How do holidaymakers make
their travel arrangements? Etc.
Activity 2
This activity is intended to prompt ideas about the concept
of tourism, leading to a working definition of tourism and
tourists. To achieve this objective, the obvious points have
already been made in the passage and the teacher may
need
to guide the students to think of the underlying factors, i.e.
© Learning and Teaching Scotland
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Intermediate 2
An Introduction
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Outcome 1
– Tourists are away from their normal place of work/
residence
– Their visit is temporary
– They are on holiday: one of the purposes associated
with tourism.
OHT 5
Activity 3
Students’ responses will again illustrate three key factors
involved in tourism:
– Tourists are away from home
– The purpose of visit: activities associated with tourism
– The length of stay – temporary and short term.
Activity 4
Leads to the distinction made between tourists and
excursionists.
It should be pointed out that, although some definitions of
tourism include day trippers as tourists, for statistical
purposes they are often treated separately. Refer to the
VisitScotland figures from Tourism in Scotland (from
scotexchange website), where excursionists are
described as ‘Leisure Day visits’; and to the use of the
term ‘visitor’ by many tourism businesses and
organisations rather than ‘tourist’ to describe their
customers, e.g. Association of Scottish Visitor Attractions.
OHT 6
Handout 1
OHT 7
Tourism in
Scotland
VisitScotland
Activity 5
Follows on with the distinction between tourist nights and
tourist trips. This will be followed up again in Tourism in
Scotland.
Activity 6
A questionnaire which may be set as a homework task,
and the results used in class both to consolidate the key
factors of tourism and to introduce the idea of business
travel as a tourism activity.
Tourism purposes
Activity 7 and 8
The objective of this activity is to categorise tourist trips
into Leisure and Business Travel. Students may include
VFR in leisure travel or may decide that not all visits to
friends and relatives are from a leisure motive. See OHT
9. To prompt student responses, the teacher might show
a selection of resources such as English language
schools, summer schools or other residential courses,
sports packages, festival/cultural events packages or ads,
or wedding invitations in another part of the country.
© Learning and Teaching Scotland
OHT 8
Holiday
brochures and
brochures
aimed
at the business
traveller, e.g.
conferences,
incentives,
meeting venues
22
Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
Activity 9
Teacher input on business travel, including incentive travel OHT 9
Handout 2
should precede the activity. The students could also
improve their product knowledge of Glasgow by identifying
the places visited and facilities used on a tourist map of
Glasgow.
Activity 10, 11 and 12
Consolidation exercises.
Related concepts
Activity 13
This activity introduces the tour operator and travel agency OHT 10
sectors and their links with providers of the tourism product. Handout 3
The teacher should explain that the range and functions of
providers of travel and tourism facilities will be explored
more fully in Business Practices.
Activity 14
Students should be guided toward the idea of leisure as a OHT 11 and 12
Handout 4
concept distinct from yet related to tourism. Although the
activities are easy, the concepts are often quite difficult for
students to grasp and explanation by the teacher using the
overheads will be required. The everyday use of the term
‘travel’ to refer to the travel agency sector can be compared
to the use of the term ‘travel and tourism’ to describe the
economic sector encompassing all the types of business
that earn money from the activities outlined in Activity 13,
i.e. setting up travel arrangements, getting people to their
destinations, and providing for their needs in the
destination.
Activity 15
Progress check on unit content so far.
Types of tourism
Activity 16
OHT 13
Domestic, inbound and outbound tourism. Teacher input
should point out that types of tourist are classified in terms
of the country they are leaving/entering, e.g. an outbound
tourist from Scotland will be an inbound tourist in the
country she/he is travelling to. Significance in terms of the
impact of tourism in the economy which will be followed up
in Outcome 3.
Activity 17
The role of travel agents and tour operators in the outbound OHT 14
Handout 5
tourism sector. Introduces the concept of the package
holiday. Students should be guided towards the idea of any
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
----------------------------------------------------------------------------------------------------------
Outcome 1
package holiday having 2 main components – travel and
accommodation – and the range of other services which
may be provided, e.g. transfers, meals, services of reps,
kids clubs, entrance to theme parks, etc.
Tour operators’
brochures
The Travel and Tourism product
Activity 18 and 19
Through these activities, the students will formally identify
the Three A’s of the tourism product – Access, Amenities
and Attractions. As well as hotels, restaurants,
discos/clubs etc., amenities should include services such
as bureaux de change and TICs. Some questions will
elicit answers which illustrate the intangible nature of the
tourism product and the teacher may follow up on this in
more detail in a later activity, but just make the point here
that the tourism product of a destination is more than just
the sum of its Three A’s. Students will also identify a vital
fourth component, Organisation – every destination
needs coordinating organisations to pull all the strands
together. Teachers should highlight the interdependence
of the Three A’s in terms of the success of the destination
and the importance of Organisation in the development,
coordination and promotion of destinations. Students
should feedback to the whole group while the teacher
sorts their responses into 4 columns on the whiteboard/
blackboard.
Activities 20 and 21
Extension exercises.
Activity 22
Practical application of knowledge of the tourism product,
focusing on tourism in the local area. Brochures and
leaflets on the local area are required.
OHT 15
Handout 6
Activity 23
Other terms used in the industry. This activity introduces
the differences between airlines and other terms used.
Tourism in Scotland
Activity 24
Revision exercise on concepts and definitions.
Activity 25
Progress check 2.
© Learning and Teaching Scotland
24
Travel and Tourism
Intermediate 2
An Introduction
----------------------------------------------------------------------------------------------------------
Outcome 1
Student Activity 1
Brainstorming
We use words like tourism and tourists all the time – but what is tourism and how
do you define a tourist?
In small groups, write down all the things you associate with tourism and then
decide on your group’s definition of tourism.
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
Student Activity 2
Tourism and tourists
Tourism is the world’s number one industry, and the chances are that you come
across quite a few tourists, particularly in the summer months, but perhaps year
round, depending on where you live. The terms tourism and tourists are words
that we are familiar with, but what do they actually mean to people who work in
the industry. Let’s have a look at what to us is probably a pair of typical tourists:
The Johnstons are an American couple who are in Britain on a two-week tour.
They’ve spent some time in London and now they’re in Scotland, touring around
and seeing the sights. They are both keen golfers and have made a trip to the
home of golf at St Andrews – a dream come true! They like to stay in comfortable
hotels and while in St Andrews they spent a couple of nights at the Old Course
Hotel. They bought a number of gifts to take back home – mostly Scottish crafts
and several sweaters from a woollen mill shop. They visited the British Golf
Museum and they’ve taken lots of photographs to show their friends and family
when they get back home. In a couple of days they will travel back to London to
catch their return flight home to the USA.
(adapted from Davidson: Tourism)
So, here we have a couple of holidaymakers.
In pairs, decide what it is specifically about people like the Johnstons that makes
us think of them as tourists.
Notes
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
Student Activity 3
Interview – You as a tourist
Working in pairs, take it in turns to interview your partner about the last time s/he
might have been a tourist. You need to find out the following things.
Where does your partner live?
Where did s/he go as a tourist?
How long did it take to get there take?
How long did s/he stay?
What kind of things did s/he do?
Did s/he think of her/himself as a tourist? Why/why not ?
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
----------------------------------------------------------------------------------------------------------
Outcome 1
Student Activity 4
Tourism and tourists
Remember the Johnstons? You decided they were tourists because:
–
–
–
they are away from their normal place of work/residence
their visit is temporary
they are on holiday: one of the purposes associated with tourism
Let us turn our thoughts to their relatives, the Marshalls.
The Marshalls are cousins of Mrs Johnston. They live in Ayr, and have travelled
to St Andrews for the day to see them. They also play golf, buy some sweaters,
visit the Sealife Centre and take some pictures of the Johnstons with the Old
Course in the background. In the evening they all have dinner in the hotel, before
the Marshalls get into their car and drive home, having enjoyed a thoroughly
good day out.
Are the Marshalls also tourists? Give reasons for your answer.
Notes
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
----------------------------------------------------------------------------------------------------------
Outcome 1
Student Activity 5
Visits, trips and nights
As well as the terms ‘excursionist’ and ‘tourist’, statistics also make a distinction
between ‘visits’, ‘nights’ and ‘trips’.
This seems a bit confusing at first, but it is all to do with the way researchers work
out the value of tourism. We could remember the meaning of the terms by
thinking of them in stages:
1. I go on a day visit to Dumfries, returning home in the evening.
2. I liked it so much that next time I plan to stay there for a night in a hotel.
3. I had such a good time that I decided to extend my trip and stay for 2 nights.
Now look at the Tourism in Scotland figures (from scotexchange.net) and write
down VisitScotland’s definition of:

a leisure day visit

a tourist night

a tourist trip
Give one example of each:

a leisure day visit

a tourist night

a tourist trip
© Learning and Teaching Scotland
29
Travel and Tourism
Intermediate 2
An Introduction
----------------------------------------------------------------------------------------------------------
Outcome 1
Student Activity 6
Questionnaire
To find out about how, why and where other people travel, use this questionnaire
and ask 3 people – friends, family, teachers, anyone – some simple questions:
Question
Interview 1
Interview 2
Interview 3
Have you ever had a holiday
abroad?
Where was the last place you
spent more than a day away
from home in the UK?
Have you ever travelled
abroad on business?
Do you ever stay away from
home on business trips in
the UK?
Where was the last place you
went on a day trip from home?
Have you stayed with friends
or relatives in another town/
part of the country?
What do all of these types of trip have in common? List 3 factors.
1.
2.
3.
© Learning and Teaching Scotland
30
Travel and Tourism
Intermediate 2
An Introduction
----------------------------------------------------------------------------------------------------------
Outcome 1
Student Activity 7
Purpose of tourism visits
Look at the brochures provided and from them state what you think the two broad
purposes associated with tourism trips are:
1.
2.
For each of the headings above, list as many specific reasons (purposes) as you
can why people make these kinds of trips:
1.
2.
Are there any other reasons why people make tourism trips which
don’t fit into these two broad categories? List them here:
© Learning and Teaching Scotland
31
Travel and Tourism
Intermediate 2
An Introduction
----------------------------------------------------------------------------------------------------------
Outcome 1
Student Activity 8
Purpose of tourism visits
Your list may have identified some or all of the following. For each specific
purpose, give an example. Three are provided to start you off:
Leisure
Business
Other
Holidays
A two-week holiday
in France.
A weekend break
in York.
Meetings
A group of teachers
going to a meeting
in Aberdeen and
staying overnight in
a hotel.
Study
Italian teenagers
spending 2 weeks at
an English language
summer school in
Edinburgh.
Sports
Conferences
Religion
Cultural events
Trade fairs and
exhibitions
Health
Visiting friends
and relatives (VFR)
Incentive trips
Other
© Learning and Teaching Scotland
32
Travel and Tourism
Intermediate 2
An Introduction
----------------------------------------------------------------------------------------------------------
Outcome 1
Student Activity 9
Business travel
Tourism includes business travel because business travellers make use of the
same facilities and services as any other visitor, and some additional ones
besides. Look at the following description of a business trip and underline the
facilities and services used which are also used by people on leisure trips. Circle
any facilities and services which are not used by or available to the average
holidaymaker.
Harry Fischler works for a multinational company based in the USA. In June he
flies with American Airlines from Chicago to Glasgow where he is attending a
trade fair. On arrival he takes a taxi to his city-centre hotel – The Glasgow Hilton.
Meeting up with a colleague who has flown in from Frankfurt in Germany with
Lufthansa, they go for a drink in the bar but decide not to eat in the hotel. The
concierge recommends the Inn on the Green for dinner and makes a reservation
for them.
As the next day is free until 6 pm, the two colleagues decide to do a spot of
sightseeing in Glasgow. They visit the Tourist Information Centre first and then
take the Guide Friday bus tour of the city, stopping off for visits to Glasgow
Cathedral and the Museum of Transport on the way. After a late lunch they head
for Princes Square where they buy some gifts to take home.
In the evening the conference delegates gather for a drinks reception in the hotel
followed by dinner. The trade fair takes place on the following two days, and
although much of his time is spent in the Scottish Exhibition and Conference
Centre, Harry eats out at a restaurant in the Italian Centre and also manages to
fit in a stroll around the Botanic Gardens.
On the final evening, delegates are taken by coach to Culzean Castle for a gala
dinner. Next day Harry just has time to send a few postcards home before
catching the airport bus out to Glasgow Airport for his return flight home.
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
Student activity 10
Quick recall
Fill in the blanks to make sure you can remember some basic information about
tourism and tourists.
Tourists are away from
Their trips are ___________________________ ( i.e. they are not intending to
become residents)
Tourism can be for (a)
or (b)
purposes, such as:
Some definitions of tourism also include although tourism statistics may show
these separately.
© Learning and Teaching Scotland
34
Travel and Tourism
Intermediate 2
An Introduction
----------------------------------------------------------------------------------------------------------
Outcome 1
Student Activity 11
Build a tourist!
Using your definition of tourism and tourists, build a description of 3 different sets
of tourists. An example is provided to start you off.
Tourist
Distance
travelled
Length of
visit
Purpose of
visit
The Browns from
Dundee
went to
Blackpool
for one week
on holiday
Tourists are
people who
are away from
the places in
which they
normally live
and work
on visits
which are
short term
and
temporary
for leisure,
business, family
or other tourism
purposes.
© Learning and Teaching Scotland
35
Travel and Tourism
Intermediate 2
An Introduction
----------------------------------------------------------------------------------------------------------
Outcome 1
Student Activity 12
Spot the tourist!
Using your definition of tourism and tourists, state whether for statistical purposes
the following would be described as tourists:
Yes No
1.
A group of children on a one-day school trip to Edinburgh from
Perth.
2.
A businesswoman attending a 2-day conference in
Copenhagen.
3.
Your uncle from London, staying with you over Christmas.
4.
An Italian teenager spending the summer in Edinburgh to
learn English.
5.
A group of friends going to a concert in Glasgow, travelling by
car and returning home late the same night.
6.
Another group going to the same event, travelling by train and
staying over with friends, returning the next day.
7.
The winners of a holiday competition, flying off to Florida for a
two-week break.
8.
The Chapmans, an American family based in Aberdeen for
two years where Mr Chapman has been posted by his
company.
9.
A student from St Andrews going to Glenshee for a day’s
skiing.
10.
Representatives from a Bristol-based computer company who
are in Glasgow to man a stand for three days at a trade fair,
with no time for sightseeing.
© Learning and Teaching Scotland
36
Travel and Tourism
Intermediate 2
An Introduction
----------------------------------------------------------------------------------------------------------
Outcome 1
Student Activity 13
The travel and tourism industry – who’s involved?
The travel and tourism industry is made up of businesses that do three key
things:



Setting up travel and holiday arrangements
Getting people to their destinations
Providing for their needs and enjoyment when they are there.
Identify below the types of business which might be involved in each of these
three stages:
Setting up arrangements
Getting you there
At the destination
© Learning and Teaching Scotland
37
Travel and Tourism
Intermediate 2
An Introduction
----------------------------------------------------------------------------------------------------------
Outcome 1
Student Activity 14
1. Tourism and leisure
Now we know a bit about tourism, let’s see how it relates to leisure. Write down
here some of the things you do in your leisure time and some things your parents
do:
▪
▪
▪
▪
▪
▪
▪
▪
2. Travel and tourism
Now let’s consider the terms travel and tourism – are they two separate
activities or are there links between them?
Write down some of the reasons why people travel.
(a)
on a daily basis
▪
▪
▪
(b)
for other reasons
▪
▪
▪
© Learning and Teaching Scotland
38
Travel and Tourism
Intermediate 2
An Introduction
----------------------------------------------------------------------------------------------------------
Outcome 1
Student Activity 15
Progress check
1.
What are the 3 key factors you need to consider when thinking about a
definition of tourism?
2.
Write down your definition of tourism.
3.
What is wrong with these statements?
(i)
Tourism is about holidays.
(ii)
Tourism is the same as leisure.
(iii)
Travel = tourism.
4.
Give 2 specific examples of leisure tourism and business tourism:
5.
What is meant by ‘incentive travel’?
© Learning and Teaching Scotland
39
Travel and Tourism
Intermediate 2
An Introduction
----------------------------------------------------------------------------------------------------------
Outcome 1
6.
Tick those in the following list who would not be classified as a tourist in
statistical terms.





a family on a one-week self-catering holiday in Aviemore
a woman on the Edinburgh – Glasgow train on her way to a morning
meeting at the Scottish Exhibition Centre
a German student on a one-year exchange to St Andrews University
your cousins from Newcastle who are staying with you for the weekend
a French businessman attending a 2-day trade fair in Copenhagen.
7.
What is the difference between a tourist and an excursionist?
8.
What is meant by the term ‘tourist trip’?
9.
The travel and tourism industry is made up of businesses whose job
involves:


setting up
getting people to _______________________________________
and
•
© Learning and Teaching Scotland
40
Travel and Tourism
Intermediate 2
An Introduction
----------------------------------------------------------------------------------------------------------
Outcome 1
10.
Give two reasons why people travel for leisure purposes and two reasons
for business travel:
• Leisure:
• Business:
© Learning and Teaching Scotland
41
Travel and Tourism
Intermediate 2
An Introduction
----------------------------------------------------------------------------------------------------------
Outcome 1
Types of tourism
We know that tourism can be for a variety of purposes, including Leisure and
Business. In addition to these, we can also categorise tourism in terms of where
tourists are coming from and where they are going to.
There are two basic types of tourism: Domestic Tourism and International
Tourism
 Domestic tourism means tourism within a country by people who
live in that country.
 International tourism means tourism between countries. It is
further divided into –
 Outbound tourism which means travel from the country you live in
to another country.
 Inbound tourism which means residents of another country coming into this
country.
The travel and tourism industry in Scotland deals with all three of the above types
of tourist: Domestic, Inbound, and Outbound.
Use the above notes as a guide to categorise the following tourists
as Domestic, Inbound or Outbound in terms of tourism in the UK:
Herr Schmidt from Berlin on holiday with his family in
the Highlands
Two friends from Glasgow on a long weekend in London
A group of senior citizens from Aberdeen on a tour of the
Dutch bulbfields
The Grandison family from Edinburgh off for two weeks in
the sun in Majorca
The Parkers from Canada visiting friends and relatives in
Scotland
The Stewarts from Glasgow on a self-catering holiday in
Perthshire
© Learning and Teaching Scotland
42
Travel and Tourism
Intermediate 2
An Introduction
----------------------------------------------------------------------------------------------------------
Outcome 1
Q. How would Herr Schmidt be described in Germany?
A. As an ___________________ tourist.
Q. How would the Grandisons be described in Spain?
A. As an ___________________ tourist.
© Learning and Teaching Scotland
43
Travel and Tourism
Intermediate 2
An Introduction
----------------------------------------------------------------------------------------------------------
Outcome 1
Outbound tourism
Many British tourists prefer to holiday abroad. This is known as OUTBOUND
TOURISM. Most outbound holidays are still booked through travel agents,
although developments in Information Technology mean that the consumer has
much more choice in holiday and travel planning. The Internet for example opens
up a whole new way of sourcing information and making reservations.
1.
Find out which travel agencies are closest to where you live.
Do you know who owns the travel agency? Some travel agencies are
owned by the large tour operators whose products they sell.
For example:
First Choice (formerly Travel Choice) is owned by First Choice
Thomas Cook is owned by Thomas Cook
Going Places is owned by Airtours/MyTravel
Thomson (formerly Lunn Poly) is owned by Thomson
2.
Select 2 contrasting holidays from two tour operators’ brochures:

Who is the tour operator?

Describe what is included in the package.
© Learning and Teaching Scotland
44
Travel and Tourism
Intermediate 2
An Introduction
----------------------------------------------------------------------------------------------------------
Outcome 1
3.
Brochures and holiday types fall into many different categories. From the
brochures available, find an example of each of the following and name the
tour operator:
Summer Sun
Winter Sun
City Breaks
Skiing
Cruising
Lakes and Mountains
Touring
Theme Parks
4.
Select one of the above brochures which might help the following choose
their holiday.
(a)
Two friends in their early twenties looking for sun and lively nightlife.
(b)
An older couple who want a touring holiday abroad but don’t want to drive.
(c)
Clients who are keen on France and Italy but want to steer clear of the
coast. They enjoy walking, and peace and quiet.
(d)
A couple looking for some sun in January.
© Learning and Teaching Scotland
45
Travel and Tourism
Intermediate 2
An Introduction
----------------------------------------------------------------------------------------------------------
Outcome 1
Student Activity 18
The tourism product
For any business to be successful, it must offer a good product and one for which
there is a demand.
Conduct an interview with a partner. Last time you did this, you were finding out
what it meant to be a tourist. This time we are finding out about the services and
facilities needed by tourists.
Ask your partner the following about a holiday s/he has taken in the past:
1.
Where did you go?
2.
How did you get there?
3.
Where did you stay?
4.
What did you do during the day at the destination? (3 things)
5.
What was there to do at night? (2 things)
6.
Why did you (or whoever chose the holiday) pick this destination?
7.
What did you like most/least about your holiday?
8.
How did you (or whoever chose the holiday) arrange the trip?
9.
Was there tourist information available at the destination – who provided it?
10.
Can you think of any other services that were offered to meet the needs of
visitors?
© Learning and Teaching Scotland
46
Travel and Tourism
Intermediate 2
An Introduction
----------------------------------------------------------------------------------------------------------
Outcome 1
Student Activity 19
The tourism product – the Three A’s
Using the formula of the Three A’s, give some examples to illustrate the Tourism
Product of your area.
Access
Amenities
Attractions
To be really successful, there also needs to be organisation and
support. What type of organisations in your area play a coordinating
and supporting role to tourist destinations? Give examples.
© Learning and Teaching Scotland
47
Travel and Tourism
Intermediate 2
An Introduction
----------------------------------------------------------------------------------------------------------
Outcome 1
Student Activity 20
You probably came up with lots of ideas about what makes up the tourism
product. We could divide up the Three A’s to include even more categories, as
shown below. For each of these categories, give as many examples as you can.
Some are already given to start you off:
Accommodation
Campsites
Recreation/leisure
facilities
Swimming pools
Tourism
organisations
Scottish Tourist Board
Visitor attractions
Castles and historic
houses
Catering
Bars
Entertainment
Cinemas
Travel services
Tour operators
Business facilities
Meeting venues
Transport services
and termini
Airport
Identify from the above headings which services make up the hospitality sector.
Answer
© Learning and Teaching Scotland
48
Travel and Tourism
Intermediate 2
An Introduction
----------------------------------------------------------------------------------------------------------
Outcome 1
Hospitality – in tourism, this is a term that describes those people and
organisations that are involved in the accommodation and catering sectors.
© Learning and Teaching Scotland
49
Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
Student Activity 21
Your list might look something like this. Now for each of the facilities and services
identified below, mark those that might be used by the following types of visitor:




B for business traveller
H for holiday visitors
D for day trippers
R for local residents.
Accommodation
Recreation/leisure
Campsites
Swimming pools
Hotels
Golf courses
Bed & breakfast
Ski centres
Guest houses
Sports centres
Self-catering hostels
Tennis courts
Play parks
Bowling alleys
Tourism
organisations
Scottish Tourist Board
Area Tourist Boards
Tourist Information
Centres
Visitor Attractions
Castles and historic
houses
Museums & galleries
Heritage centres
Distilleries
Woollen mills
Country parks
Wildlife parks and
zoos
Gardens
Festivals and events
Catering
Bars
Cafes
Restaurants
Fast-food outlets/stalls
Hotels
Entertainment
Cinemas
Theatre
Clubs
Discos
Casinos
Travel services
Tour operators
Travel agencies
Coach tour companies
Guides
Business facilities
Meeting venues
Conference venues
Exhibition venues
Transport services
and termini
Airport
Railway stations
Bus station
Car hire
Coach service
operators
Rail service operators
Bike hire
Taxis
Chauffeur drive
companies
© Learning and Teaching Scotland
50
Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
Student Activity 22
The tourism product: matching the product to the tourist
Knowing the tourism product of your area is only really useful if you can apply
that knowledge in some way. One of the ways it is applied in the tourism industry
is in helping and advising visitors on what to do and see in the area.
Using the materials provided, suggest a place to stay and suitable things to see
and do in your area for the following tourists:
1.
A wealthy Italian couple in your area (or choose another area) for two days.
They would like a very good standard of hotel (at least four star). Their
interests: art, local history and shopping for quality products.
Suggested hotel:
Suggested activities to do whilst there:
2.
A family with two children aged 8 and 5 who want to visit places that would
interest the children. They would like to find self-catering accommodation.
Suggested self-catering accommodation:
Suggested places to visit:
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
3.
An older couple who are members of the National Trust for Scotland (see
the leaflet to find out what this is) and with a particular interest in gardens.
They want to stay in a guest house, but would like a private bathroom.
Suggested guest house:
Suggested National Trust venues to visit:
4.
A couple of friends from the Netherlands who like hill walking and other
activities. They are looking for hostel accommodation.
Suggested youth hostel:
Suggested activities and itineraries:
5.
A businesswoman in your area to look for possible venues for a small
meeting of about 20 people. She would like to stay overnight in a mediumpriced hotel with private facilities.
Suggested venue for meeting:
Suggested hotel:
© Learning and Teaching Scotland
52
Travel and Tourism
Intermediate 2
An Introduction
----------------------------------------------------------------------------------------------------------
Outcome 1
Student Activity 23
More terms used in the industry
There are different types of air transport services:
1.
2.
3.
Scheduled airlines
Chartered airlines
No-frills’ airlines
Give 2 examples of each of the above:
1.
2.
3.
Give the characteristics of each type:
1.
2.
3.
Types of destination
Discuss then describe what an ‘identikit’ destination is.
Discuss then describe what a mass tourism destination is.
© Learning and Teaching Scotland
53
Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
Answers to Activity 23
Examples of scheduled airlines: British Airways, Qantas, Singapore Airlines,
Virgin
Examples of chartered airlines: Thomas Cook, Thomson/Britannia, MyTravel
Examples of ‘no-frills’ airlines: Easyjet, Ryanair
Characteristics:
Scheduled airlines: They provide a service to the public, fly to many places (not
necessarily holiday places), fly whether they are full or not, and fly regularly (e.g.
daily or twice daily).
Chartered airlines: They are usually linked to holidaymakers or to tour operators,
fly weekly or more often but not usually daily. Usually only fly to tourist
destinations. Fly with full capacity of passengers.
‘No-frills’ airlines: Usually these are booked on the internet, ticketless – no seat
numbers, usually e-tickets, no drinks or food provided in with the ticket –
passengers have to pay for these services. Usually destinations are within 3
hours’ flying time of departure point.
‘Identikit’ destination means that wherever the destination is in the world – the
place looks the same and is laid out with, e.g. beaches, promenade, hotels,
amusements, restaurants, etc. The same services are provided in the
accommodation. The tourist could be anywhere in the world.
Mass tourism is a destination that receives a very large numbers of tourists
usually all the year round.
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
Student activity 24
Terms and definitions – revision. Match the terms in the left-hand column to the
correct description or definition in the right-hand column:
Tourism
A
visiting friends and relatives.
Tour operator
B
Domestic tourism
C
Travel and tourism
D
Tourist night
E
Business tourism
F
VFR
G
Package holiday
H
Leisure tourism
I
Outbound tourism
J
Leisure
Tourist trip
K
L
Excursionist
M
Inbound tourism
N
3 factors involved in any
definition of tourism
O
Travel agent
P
Incentive travel
Q
a stay of one or more nights away from home for
for holidays, visits to friends or relatives,
business/conference trips or any other purpose
except such activities as boarding education or
semi-permanent employment.
term used to describe the economic sector
involved in attracting, providing for and
managing the needs and wants of tourists
tourism within a country by people who
live in that country
someone who makes a day trip for leisure
purposes not involving an overnight stay.
a business which organises the components
of a holiday into an inclusive package,
which are then sold to the customer direct
or through a travel agent.
can include travel for conferences, trade
fairs, meetings and incentive trips.
travel from the country you live in to
another country
the short-term, temporary movement of
people to destinations outside the places
where they normally live and work, and
their activities during the stay at these
destinations.
residents of one country entering another
country
tourist trips given as a reward to employees.
company which sells holidays and other
travel services to the public. May also deal
with business travel services.
can include travel for holidays, short breaks,
VFR, attending cultural events, etc.
an all-inclusive holiday, usually consisting of
transport, accommodation and other services
depending on holiday type.
night spent away from home using any type
of accommodation, or in transit, on a
tourist trip.
distance travelled; length of stay; purpose of
visit.
the time we have free to do as we wish after
work, household chores, eating, sleeping,
etc.
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
Answers to Activity 24
Tourism
The short-term, temporary movement of people
to destinations outside the places where they
normally live and work, and their activities during
the stay at these destinations.
Tour operator
A business which organises the components of a
holiday into an inclusive package, which are then
sold to the customer direct or through a travel
agent.
Domestic tourism
Tourism within a country by people who live in
that country.
Travel and tourism
Term used to describe the economic sector
involved in attracting, providing for and
managing the needs and wants of tourists.
Tourist night
Night spent away from home using any type of
accommodation, or in transit, on a tourist trip.
Business tourism
Can include travel for conferences, trade fairs,
meetings and incentive trips.
VFR
Package holiday
Visiting Friends and Relatives
An all-inclusive holiday, usually consisting of
transport, accommodation and other services
depending on holiday type.
Leisure tourism
Can include travel for holidays for holidays, short
breaks, VFR, attending cultural events, etc.
Outbound tourism
Travel from the country you live in to another
country.
Leisure
The time we have free to do as we wish after
work, household chores, eating, sleeping, etc.
Tourist trip
A stay of one or more nights away from home for
holidays, visits to friends or relatives, business/
conference trips or any other purpose except
such activities as boarding education or semipermanent employment.
Excursionist
Someone who makes a day trip for leisure
purposes not involving an overnight stay.
Inbound tourism
Residents of one country entering another
country.
3 factors involved in any
definition of tourism
Distance travelled; length of stay; purpose of visit.
Travel agent
Company which sells holidays and other travel
services to the public. May also deal with
business travel services.
Incentive travel
Tourist trips given as a reward to employees.
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
Student Activity 25
1.
Classify these tourists as Inbound, Outbound or Domestic, in terms of UK
tourism:

a Japanese couple on honeymoon in London

a family from Glasgow in Liverpool for the weekend, attending a wedding

a couple from Aberdeen on a city break to Copenhagen
2.
Now explain these terms in your own words:




3.
Domestic tourism
International tourism
Outbound tourism
Incoming tourism
What is meant by:


a tourist night
a tourist trip
4.
Define the phrase ‘mass tourism’ and give two examples of mass tourist
destinations.
5.
Name two services which may be provided by travel agencies.
6.
Name two components of a tour operator’s package holiday, and one
service provided by the operator at the destination.
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
Answers to Activity 25
1.
The Japanese couple are inbound tourists to the UK
The Glasgow family are domestic tourists in Liverpool
The Aberdeen couple are outbound tourists from the UK
2.
Domestic tourism is when tourists travel and visit their own country.
International tourism is when tourists go out of their own country to visit
other countries
Outbound tourism is the same as international tourism when tourists go out
of their own country.
Incoming tourism is when tourists enter another country which is not their
own.
3.
See Overhead 7
4.
Mass tourism is when large numbers of tourists visit a destination, e.g.
Torremolinos, Benidorm, Orlando – Florida.
5.
Foreign Exchange, Holiday Insurance, etc.
6.
Transport to destination and accommodation at destination plus holiday
representative at destination. (These are only examples.)
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
OHT 1 – Introduction
Introduction to travel and tourism

Understand the role and impact of the travel
and tourism industry

What is the tourism industry and who’s
involved in it?

How did the tourism industry develop?

What are the current trends and forecasts?

The impact of travel and tourism –
economic, environmental, social/cultural
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome1
OHT 2 – Introduction
Teaching and learning
 Visits/speakers – tourism in practice
 Investigation
 Tourism surveys
 Individual and small-group activities
 Lectures
 Case studies
 Using materials produced by and for the
tourism industry, web search
 Individual research and information
gathering
 Practical work
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
OHT 3 – Introduction
Homework

Specific tasks, e.g. sourcing materials

Follow-up on, or preparation for, class work

Media Watch

Individual work on projects

Background reading
Monitoring your progress

Progress checks

Quizzes

Teacher feedback
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
OHT 4 – Introduction
Assessment
Short-answer or restricted-response questions
50 % overall to pass
Reassessment
Resit completely (alternative assessment)
a different set of assessment questions
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
OHT 5 – Handout
What is tourism?
There are three main factors to consider when
trying to define tourism:
Distance travelled Tourists are away from
home/normal place of
work
Length of visit
On visits which are short
term or temporary
Purpose of visit
Engaged in the
activities normally
associated with tourism
A definition of tourism:
‘Tourism is the temporary short-term movement
of people to destinations outside the places
where normally live and work, and activities
during their stay at these destinations; it includes
movement for all purposes, as well as day visits
or excursions.’
The Tourism Society
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
OHT 6 – Handout
What’s in a name? Part 1
Tourists, excursionists and visitors

A tourist makes a ‘tourist trip’, defined as ‘a
stay of one or more nights away from home
for holidays, visits to friends or relatives,
business or conference trips or any other
purpose except such activities as boarding
education or semi-permanent employment.’

An excursionist makes a day trip for leisure
purposes not involving an overnight stay. Also
referred to as a ‘leisure day visitor’ or ‘day
tripper’.

A visitor:
Day-to-day term used by tourism businesses
to describe their customers. Attractions more
often refer to themselves as visitor attractions
than tourist attractions.
(See Handout 1 for fuller explanation)
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
OHT 7 - Handout
What’s in a name? Part 2
Visits, trips and nights
Tourism statistics refer to ‘leisure day visits’,
‘ tourist nights’ and ‘ tourist trips’.
 A leisure day visit is defined as a trip made
from home for leisure activities, not involving
an overnight stay.
 A tourist night is defined as a night spent
away from home using some type of
accommodation, or in transit, on a tourist trip.
 A tourist trip is defined as a stay of one or
more nights away from home for holidays,
visits to friends or relatives, business/
conference trips, and other purposes except
activities such as boarding/higher education
or semi-permanent employment.
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
OHT 8 – Handout
Purpose of tourism visits:
Leisure
Business
Other
Holidays
Meetings
Study
Sport
Conferences
Religion
Cultural events Trade fairs
and exhibitions
Visiting friends
and relatives
(VFR)
Health
Incentive
trips
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
OHT 9 – Handout
Business tourism
Reasons for business travel include:

conferences

meetings

trade fairs or exhibitions

incentive trips

corporate entertainment events
Tourism includes business travel because
business travellers use the same facilities and
services as any other visitor, plus additional ones
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
OHT 9 (cont) – Handout
Business tourism: facts and figures
 In 2003, 6.5 million visitors to the UK were
business visitors and they spent over £6
billion.

In 2003, £930 million was spent in Scotland
by business visitors – with UK business
visitors spending £786 million and overseas
business visitors spending £144 million.

On average, business travellers to the UK
spend £560 per trip, compared to £463
spent by leisure visitors.

Incentive travel (travel trips given by
businesses as a reward for high achievers)
generates a further £167M.
 Trade Fairs and exhibitions generate £153M.
(Sources: British Tourist Authority Annual
Report and Tourism in Scotland 2003
figures)
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
OHT 10 – Handout
The travel and tourism industry
– who’s involved?
The travel and tourism industry has developed
to meet the needs of the tourist for:
 help with setting up travel and holiday
arrangements
 help with getting to their destinations
 somewhere to stay when they get there
 food, drink and other basic needs
 other facilities and services, depending on
the purpose of travel
Different industry sectors have developed to
meet these needs, including:
 transport
 travel agency
 tour operators
 tourism services, e.g. TICs
 hospitality, i.e. accommodation and catering
attractions
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
OHT 11 – Handout
What is leisure?
Leisure activities are all those things we choose
to do when we are not working, sleeping, eating,
having a bath (etc. !), doing the housework and
all the other routine things that have to be done.
In our leisure time we might choose to do
things like:
go for a swim
read a book
play computer games
go the cinema
visit our friends
go on holiday
go on a day out to the zoo with the kids
Are there links/differences between leisure and
tourism?
 Leisure includes many uses of our free time.
 Tourism is only one use of our leisure time.
So, although leisure and tourism are linked,
they are not the same thing.
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
OHT 12 – Handout
What is travel?
Travel involves transport:



on land, e.g. by bus, car, rail
on sea, e.g. by ferry, hovercraft, ship
in the air
Travel can be for many purposes:






to reach one’s place of work or study
as part of one’s work
to reach local leisure facilities
to go shopping
for other routine journeys
to reach holiday destinations
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
OHT 12 (cont) – Handout
Are there links/differences between travel
and tourism?

Both ‘tourism’ and ‘travel and tourism’ are
used to describe the economic sector involved
in attracting, providing for and managing the
needs and wants of tourists, so in this way
there is no difference between the two.

All tourism involves an element of travel.

However, not all travel is for tourism
purposes.

In everyday industry usage, ‘travel’ is used to
describe the activities of the retail travel sector
while ‘tourism’ is used to describe activity
related to visitors to and within this country.
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
OHT 13 – Handout
Types of tourism
DOMESTIC
tourism within a
country by people who
live in that country
INTERNATIONAL
tourism between
countries
INTERNATIONAL TOURISM
can be further divided into
Inbound Tourism
Outbound Tourism
tourists entering a
country from their
country of origin
tourists leaving their
country of origin
to travel to another
country
e.g. French tourists
coming to Scotland
on holiday
e.g. Scottish tourists
going on holiday
to France
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
OHT 14 – Handout
What’s in a package?
Most package holidays contain 2 key
components:


transport to the destination
accommodation at the destination
Depending on the package, other things may
be included such as:







transfers from point of arrival to
accommodation
services of a resort representative employed
by the tour operator
meals
car hire
kids clubs
entrance to attractions (e.g. Disneyland)
excursions
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
OHT 25 – Handout
Different airline types
1. Scheduled Airlines:
 Public service to take passengers from A to B
– all over the world – not particularly to
holiday destinations
 Fly whether full or not
 Provide food and drink in ticket price
 Have regular flights daily or more often
with choice of flights
2. Chartered Airlines:
 Take tourists to holiday destinations
 Have to fly full to maximise profits
 Some provide food but charge for drinks
– some now charge for food as an extra
 Usually only fly once or twice a week
(not daily)
3. ‘No-frills’ Airlines:
 Usually booked through internet
 e-tickets
 No allocation of seats
 No food or drink provided in cost of
ticket
 Only fly within a 3-hour approx. radius of
departure airport
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
Handout 1
(Relates to Activity 4)
Tourists, excursionists and visitors
For statistical purposes, a distinction is made between ‘tourists’ and
‘excursionists’. In everyday situations, the term ‘visitor’ is also used.
A tourist is described as someone who makes a ‘tourist trip’, defined as:
‘a stay of one or more nights away from home for holidays, visits to friends or
relatives, business/conference trips or any other purpose except such activities
as boarding education or semi -permanent employment. ’
An excursionist is someone who makes a day trip for leisure purposes not
involving an overnight stay. Excursionists are also referred to as ‘leisure day
visitors’, or, in everyday language, as ‘day trippers’.
The everyday term ‘visitor’ is often used by tourism businesses to describe their
customers.
For example:
Attractions more often refer to themselves as visitor attractions than tourist
attractions, and their trade organisation is called the Association of Scottish
Visitor Attractions.
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
Handout 2
(Relates to Activity 9)
Business travel
Probably most of us think of holidays first when we think of tourism. You have
discovered that activities related to travel for business purposes are also part of
the tourism industry – and a very important part. Britain is a leading destination
for international conferences and has an excellent range of venues for exhibitions
and trade fairs:




In 2003, 6.5 million visitors to the UK were business visitors and they spent
£3.7 billion.
On average business travellers to the UK spend £560 per trip, compared to
£463 spent by leisure visitors.
Incentive travel (travel trips given by businesses as a reward for high
achievers) generates a further £167M.
Trade Fairs and exhibitions generate £153M.
(Source: British Tourist Authority Annual Report)
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
Handout 3
(Relates to Activity 13)
The travel and tourism industry – who’s involved?
The travel and tourism industry involves 3 key stages or sectors of activity:



Setting up travel and holiday arrangements
Getting people to their destinations
Providing for their needs and enjoyment when they are there
The travel and tourism industry exists to provide for the needs of tourists, so to
understand the structure of the industry, we just need to think about what those
needs are. In this way, it becomes obvious that some of the main industry sectors
are:






Travel services, e.g. tour operators and travel agents
Transport operators
Hospitality, i.e. accommodation and catering
Tourism services, e.g. TICs, foreign exchange
Attractions
Business facilities
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
Handout 4
(Relates to Activity 14)
1.
Tourism and leisure
Leisure time has been defined as the free time we have outwith the time we
devote to work, household chores, eating, sleeping and personal hygiene
functions or family commitments. Leisure activities are therefore activities that we
choose to do in our free time.
From the activity (Activity 14 – Task 1) you have just completed, you can see that
although the leisure and tourism industries are linked, tourism is only one use
of our leisure time.
2.
Travel and tourism
Activity 14 – Task 2 highlights the links between the terms ‘travel’ and ‘tourism’.
All tourism includes an element of travel, but not all travel is for tourism
purposes, e.g. when you travel to school or college, you are not a tourist.
In everyday usage, the term ‘travel’ is often used when referring to the part of the
industry whose business is to make travel arrangements, i.e. the travel agency,
or retail sector.
However, in economic terms (i.e. earning money and providing jobs for people),
Travel and Tourism is a term used to describe the whole of the industry which
provides for the need of tourists, from tour operators to visitor attractions.
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
Handout 5
(Relates to Activity 17)
Tour operators
Tour operators are the businesses that put together inclusive tours or ‘packages’.
For a typical package the operator will:



buy seats from the airline operator
buy spaces from hotels
add in some other services, e.g. excursions.
The tour operator will the sell the package to the customer in one or both of the
following ways:


direct to the customer (direct sell)
through a travel agent.
There are several types of tour operator:


mass-market operators, e.g. Thomson, Airtours
specialist operators, e.g. Eurocamp, Saga, PGL, Ski Activity, Citalia – the
specialism can be in terms of the type of holiday, the age group, the
destination, the type of transport (e.g. coach tours) etc.
As well as tour operators who arrange overseas holidays for UK residents there
are two other types:

incoming tour operators put together inclusive tours and tailor-made
packages for overseas tourists to Britain. These are sold through tour
operators and travel agents in the visitors’ own country.

domestic tour operators offer holidays in the UK which are promoted to UK
residents.
Both incoming and domestic tour operators may also specialise in specific
markets or holiday types.
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 1
Handout 6
(Relates to Activity 23)
Types of airlines
Scheduled airlines
Scheduled airlines are those that run as a service between cities and do not have
to be full. They do not only fly to holiday destinations but they are a service to
everyone: not just to holidaymakers but to travellers in general. Meals and drinks
are included in the cost of the tickets.
e.g. British Airways, Lufthansa
Chartered airlines
Chartered airlines generally fly to holiday destinations once or twice a week. They
are sometimes owned by tour operators and generally they fly full – if there are
any seats left they are sold at reduced rates in order to fill the plane and
maximise profits. Meals and drinks are charged nowadays as extras in a lot of the
charter flights.
e.g. Thomas Cook, Monarch
‘No-frills’airlines
These airlines were introduced in the 1990s and are increasing in popularity
nowadays. Easyjet is one of the best known. They are scheduled and fly to a
regular timetable with more than one flight a day generally between cities. They
do not fly outside of Europe from Britain. They do not supply seat numbers and
usually have e-tickets. This helps to reduce the turn-around time at airports. Food
and drink is generally charged for on the flights.
In the USA there are similar types of airlines that fly within the USA.
Types of destination
Identikit resorts
‘Identikit’ resorts are those that have been built all over the world and, no matter
where the tourist is, there is little difference between the destinations. There are
beaches, hotels and the same facilities.
Mass tourist destinations
These are destinations visited throughout most of the year by large numbers of
visitors, such as Benidorm or Majorca.
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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SECTION 2
Outcome 2
Describe the main developments in the travel and tourism industry.
Topic areas

History and
development
Chronological overview of the growth of travel
and tourism
Key technological, social, economic and political factors
•
Tourism today The scale and importance of the tourism industry today
Current industry trends
Tourism employment.
Delivery






In this section there are 17 activities, made up of learning, consolidation and
extension exercises. The first 12 activities relate to the history and
development of the travel and tourism industry, each focusing on a different
aspect. Although some of these are based on the fact sheets provided, they
should all be preceded by some input from the teacher to clarify main
issues.
Teachers may wish to use all or some of the activities and to supplement
them with their own materials and resources from previous Travel and
Tourism packs where the material is still current and relevant.
Video material may also be used to support this outcome. See resources
section.
Where teachers have access to it, the FETV video relating to Travel and
Tourism (although a little dated) introduces the students to the subject.
Input from the teacher will be required to outline and clarify main issues and
to guide discussion, and OHTs are provided for this purpose.
OHTs may also be used as handouts.
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 2



Access to up-to-date tourism publications will be needed.
Some activities may be used as homework exercises or for the students to
take notes during lectures.
There are many texts available that cover the history and development of
tourism and on which the handout materials are based. Teachers may also
wish to use examples of historical developments from the local area, where
appropriate.
© Learning and Teaching Scotland
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Travel and Tourism
Intermediate 2
An Introduction
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Outcome 2
Teacher notes
Topic and Activity
Resources
History and development of travel and tourism
Student
Activities
1–12
Activity 1 (Optional) and 2
Introduction: Factors that have to be present in
order for people to travel – this (optional) activity
enforces the concept.
Early Days and Middle Ages: overview of travel from
Greek times; reasons for early travel; comparisons
with modern times.
Activity 3
17th–18th Century: main transport developments –
enabling factors.
Activity 4
The Grand Tour: basic outline and purpose;
educational motivator for travel. The postcards in this
activity could be produced as a classroom display.
Activity 5
Spas and the Seaside : rise and fall; relationship to
enabling factors, especially transport developments;
health and social motivators for travel. Activity results
could be fed back as a group and plotted on an
enlarged timeline in the classroom.
Activity 6
19th Century: the Industrial Revolution; examples of
technological, social, economic and political change.
Pioneers of travel & tourism services. This activity
could be done as a role play with pairs of students
each researching the questions for one situation and
taking the role of the reporter in the other.
Activity 7
20th Century to World War 2: effect of the wars;
further technological developments – the car, the
charabanc. This could be done as a group/oral activity.
© Learning and Teaching Scotland
Handout 1
Handout 2
Handout 3
Handout 4
Handout 5
Handout 6
84
Travel and Tourism
Intermediate 2
An Introduction
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Outcome 2
Activity 8
World War 2 to the present day: effect of the war, surplus Handout 7
aircraft, commercial airlines, charter flights, car ownership,
decline of ocean liners, package holidays, cheap
Mediterranean resorts, holiday-taking patterns, etc.
Activity 9
Centuries of Change: revision of technological,
social, economic and political factors.
OHTs 1–5
Activity 10
Pioneers of Travel and Tourism: matching
innovations to personalities.
Activity 11
Meet the Browns: extension exercise – could be
done as a group activity with each student taking the
part of one of the ancestors.
Activity 12
Timeline: revision exercise.
Tourism Today
Introductory lecture on the scale of the industry
today.
OHT 6
Activity 13
Tourism Trends: outbound, inbound, domestic, business,
leisure.
This task will need to be supplemented with direct teaching
on current trends in tourism organisation and funding which
directly affect the services offered to the visitor; training
initiatives (e.g. Springboard, Tourism Training Scotland)
and service/product enhancement initiatives (e.g.
Scotland’s Best Service, Natural Cooking of Scotland, etc.).
VisitScotland;
Tourism in
Scotland;
Factsheet from
scotexchange.
Resources required: outbound and domestic holiday
brochures, including tourist area publications covering both
leisure and business travel. Holiday adverts from current
Brochures
editions of weekend newspapers.
and ads
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Outcome 2
Activity 14
Niche Markets: Students research examples of these,
with eco-tourism/green tourism given for starters.
Tourism ‘forecasts’.
Activity 15
Employment Patterns: Jobs and career paths.
OHT 7
Handout 8
OHT 8–9
This activity could be usefully supported by access to the
Springteractive programme or by the information available
on the Career Compass website:
www.careercompass.co.uk; also careers guidance
materials, a portfolio of job ads compiled over time by the
teacher, etc. The Springboard Careers Video would also
be a good resource here.
Activity 16
Tourism in Scotland: Students research facts and
figures.
Activity 17
Consolidation Quiz: Student-devised quiz.
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Outcome 2
Student Activity 1 (Optional)
In order for people to be able to travel on holiday, certain factors have to be
present. After reading the following diary extract – you should be able to identify
the three main factors that need to be present.
Monday
Holiday plans all up in the air. Jane has just phoned to say that her firm has gone
bust and everyone is being paid off. We’d planned to go to Majorca for a fortnight
in the summer but now we might not be going, unless she gets another job soon.
To add insult to injury, the people next door are off on the holiday of a lifetime
after winning the lottery! And they’re travelling first class, of course – across the
Atlantic on Concorde no less.
Thursday
It’s just not my week. Jenny and Mike are off to Dundee for the weekend with the
crowd and I can’t go. I have to work on Friday and Saturday night in the hotel
again and I couldn’t get anyone to swap my shift, so that’s that.
Sunday
What a week! Set off on foot for the station to go to Gran’s for a bit of home
cooking and lots of sympathy, and would you believe it, the trains weren’t running
so I had to come home. Things can only get better
From the extract above, we can identify what the three main factors are:
Monday: Jane may not be able to go on holiday because she might not have
enough ____________________________ . The people next door have plenty
so they can go anywhere.
Thursday: I can’t go on the trip to Dundee because I can’t get the off work.
Sunday: I couldn’t get to Gran’s because I had no
to get me there.
The three main factors are:
1.
2.
3.
© Learning and Teaching Scotland
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Outcome 2
Student Activity 2
Early Days and the Middle Ages
Read the information in Handout 1 and complete the following task.
Identify some of the main motivating factors for people travelling in early
times and give an up-to-date example of travel motivated for the same
reasons.
Early days
© Learning and Teaching Scotland
Nowadays
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Travel and Tourism
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Outcome 2
There are probably as many similarities as differences about travel in these early
times and nowadays. Give a modern day equivalent of each of these points made
in the text and add 3 more similarities of your own.
Early Days
Nowadays
Exclusive resorts for the wealthy
Mass-market resorts
Staging inns along good fast roads
Where do we get the term ‘holiday’ from?
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Outcome 2
Student Activity 3
17th–18th Century: Developments in Transport
Read the information in Handout 2 and complete the following task.
You live in Scotland at the end of the 18th century (200 years ago) as a servant
to a prosperous family in Edinburgh’s fashionable New Town. Your master’s
position means that he has to travel to London from time to time.
Fill in the blanks in the letter you write home to your mother:
Dear Ma
Hope you can get someone to help you to read this!
I was up at the crack of dawn this morning as there was a great deal of hustle
and bustle in the house. The Master was leaving today for a trip to London –
rather him than me. It’ll take him _ days to get there. Mind you, he says it’s
much better than it was in days gone by when it was a very unpleasant and
uncomfortable journey. These days the roads are much better and as the
coaches can carry between
and
people, at least he’ll
have company. They stop at coachingon the way, where they can rent rooms
and get a bite to eat.
Hope you’re well,
Your loving daughter
Flora
What would have been the main differences in transport by road if Flora had
been writing this 20 years later?
▪
▪
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Outcome 2
Student Activity 4
The Grand Tour
Read the information in Handout 3 and complete the task below by answering the
following questions:
You are on a Grand Tour of Europe at present.
Who would you be?
Would you be male/female?
What year might you be travelling in?
Why are you on the Grand Tour?
Which countries have you visited?
What have you been doing whilst there?
How long are you away for?
What have you collected while you have been travelling?
© Learning and Teaching Scotland
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Outcome 2
Student Activity 5
Spas and seaside resorts
Read the information in Handout 4 and complete the following task.
1.
On the timeline below, chart the rise and fall of the spas and the seaside up
to the twentieth century.
Roman times
Romans established spas for m ____________
purposes.
17th century
Spa towns like B ________ and B ______ popular
with the wealthy ‘taking the c __________ , i.e. for
_____________________ reasons.
18th century
The spas attract people for s___________ as
much as h ________ reasons. B ____________
becomes a favourite resort in society circles.
The s _____________ also becomes associated
with health benefits, firstly d ______________ it
and then _____________ in it. Some seaside
resorts which became popular around this
period were ________________________
Late 18th century
Decline of the
1820
People travelling to the seaside would be going
there by: car/bus/horse-drawn carriage/ train.
(Delete wrong words here.)
Most trips to the seaside at this time were therefore
made by the well off/working people and their
families.
and
developed
in the seaside resorts to cater for the needs of
visitors.
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Outcome 2
(You can’t change the climate, of course!)
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Outcome 2
Student Activity 6
The 19th Century
Read the information in Handout 5 and complete the following task.
It’s the 1850s and the Industrial Revolution has been in progress for some time
now. You have moved from the country to find work in Glasgow with your family.
Jack Russell, a reporter from one of the new newspapers, is writing an article
about ‘the changing century’. Answer his questions as follows:
1.
What do think have been the major developments in transport this century
so far?
2.
Now that you live in the city, are you better or worse off than you were in the
country?
In terms of income:

In terms of lifestyle:

In terms of leisure time:
3.
If you were to go on a day trip outside the city with your family, where might
you go and how might you get there?
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Outcome 2
Next the reporter calls on the owner of one of the new railway
companies. What do you think was the answer to this question:
4.
Your passenger figures to coastal towns show an impressive increase in the
last 5 years. What plans do you have for any development in town X?
About thirty years later, in 1880, a young reporter comes across the
article that Jack Russell wrote as a result of his interviews, and decides
to run an update on it. He tracks down your son and his family who now
live and work in the Midlands. Fill in the blanks with what they told him.
5.
‘Well I think we are better off than when you spoke to my father. For
instance for the last 9 years we’ve had four
a year. The railways are a great way to get to the
and now people like that chap Thomas Cook offer
fares. I hear he’s started to run tours to
and
now.’
The reporter doesn’t know too much about Thomas Cook, but after
some research he comes up with 3 more examples of what Cook has
achieved and concludes that he really is a remarkable businessman.
List 3 things that might have impressed him:
6.
•
•
•
© Learning and Teaching Scotland
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Outcome 2
7. Now match developments in travel and tourism to when they
happened:
1820s
Thomas Cook’s first travel agency
opened. Cunard builds its first
cruising steamship.
1830s
Cook runs trains to the Great
Exhibition in London.
1840s
1850s
Hurray – workers get time off in the
form of 4 public holidays a year.
The Cyclists’ Touring Club is
formed. American Express issue
travellers’ cheques.
Take the afternoon off! Half-day
closing introduced in some parts of
Britain. By now travel guidebooks
are big business.
1860s
The first passenger railways.
1870s
Winter skiing holidays organised by
Sir Henry Lunn.
1880s
Thomas Cook opens an office in
Egypt and runs steamer excursions
down the Nile.
1890s
© Learning and Teaching Scotland
First commercial cross-channel
steamship from Dover to Calais.
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Travel and Tourism
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Outcome 2
Answers to Activity 6
Question 7
1820s
First commercial cross-channel steamship from Dover to
Calais.
1840s
Thomas Cook’s first travel agency opened. Cunard builds its
first cruising steamship.
1850s
Cook runs trains to the Great Exhibition in London.
1850s
The first passenger railways.
1860s
Thomas Cook opens an office in Egypt and runs steamer
excursions down the Nile.
1870s
Hurray – workers get time off in the form of 4 public
holidays a year. The Cyclists’ Touring Club is formed.
American Express issue travellers’ cheques.
1890s
Take the afternoon off! Half-day closing introduced in some
parts of Britain. By now travel guidebooks are big business.
1890s
Winter skiing holidays organised by Sir Henry Lunn.
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Outcome 2
8.
Put the following methods of transport in order according to how many
passengers they could carry – the more they could carry, the greater their
importance in terms of development of tourism for the masses.
By land
By water
the private carriage
the railway carriage
the stagecoach
the canal boat
the steamship
the rowing boat
Conclusion: Which 2 developments in transport before 1900 made the biggest
impact on the developing travel and tourism industry?
•
•
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Outcome 2
Student Activity 7
The 20th Century to WW2
Read the information in Handout 6 and answer the following questions.
True or False Quiz
True
1.
The First World War led to the introduction of
passports in many countries.
2.
Nobody wanted to travel much after WW1.
3.
Old army trucks were converted after WW1 to
make the first coaches.
4.
Motor cars were really cheap after WW1 so most
working-class people could afford them.
5.
The railways declined in popularity in the 1920s.
6.
Thomas Cook opened his first holiday camp at
Skegness in 1936.
7.
Holiday camps targeted high-earning (i.e. wealthy)
visitors.
8.
Holiday camps offered all-inclusive prices.
9.
Legislation entitling workers to two weeks’ paid
holiday a year was introduced in 1938.
10.
The Trust Houses hotel chain was established in
the first years of the 20th century.
© Learning and Teaching Scotland
False
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Outcome 2
Answers to Activity 7
The 20th Century to WW2
True or False Quiz
True
False
1.
The First World War led to the introduction of
passports in many countries.
2.
Nobody wanted to travel much after WW1.
3.
Old army trucks were converted after WW1 to
make the first coaches.
4.
Motor cars were really cheap after WW1 so most
working-class people could afford them.
5.
The railways declined in popularity in the 1920s.
6.
Thomas Cook opened his first holiday camp at
Skegness in 1936.
False
7.
Holiday camps targeted high-earning
(i.e. wealthy) visitors.
False
8.
Holiday camps offered all-inclusive prices.
True
9.
Legislation entitling workers to two weeks’ paid
holiday a year was introduced in 1938.
True
10. The Trust Houses hotel chain was established in
the first years of the 20th century.
© Learning and Teaching Scotland
True
False
True
False
True
True
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Intermediate 2
An Introduction
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Outcome 2
Student Activity 8
WW2 to the present day
Read the information in Handout 7 and complete the following task.
Using all of the following words and phrases, complete the passage on the pages
that follow, summarising the growth of travel and tourism since WW2.
sites of
battles
inbound
travel
advances in decline of
aircraft
ocean liners
technology
interest in
other countries
and cultures
winter
holidays
charter
flights
growth of
touring
caravan
holidays
car
ownership
in the
1950s
surplus of
aircraft
jet airliners
mass tourism
cheaper
flights
Vladimir
Raitz
package
holidays
British
seaside
resort
enjoyed a
revival
Benidorm,
Majorca and
other
resorts in
the Med.
Foreign
travel
allowance
Boeing
747s
Development
of Tourism Act
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Outcome 2
After the War, far more people could afford their own transport and there was an
increase in
. With the freedom just to
hop in and head for the coast the ___________________________________
as a place to go for a day trip or a longer holiday.
Just as had happened after WW1, people wanted to visit the
and because they had heard about different places from those returning from the
war and had seen pictures at the cinema, there was generally much more
_____________________________________________________________
which led to a desire to travel to new destinations abroad.
Because they were no longer needed for fighting there was a
at the end of the war. Soon lots of private commercial airlines were being set up.
A man called
is credited with organising the first package
tour using a charter flight to Corsica in 1950. In the 50s there were many
which made air travel faster and cheaper and one consequence of this
was the __________________________________ which took a lot longer to
cross the Atlantic.
In the 60s, _____________________________ continued with the introduction
of ____________________________________________________________
which were used for scheduled flights, while smaller companies bought up older
models to run ________________________ taking holiday tourists to the sun.
meant that overseas travel was becoming a possibility
for more and more people and the 1960s can be said to be the time
when
really began.
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Outcome 2
People flocked to places like
on
which were organised by tour operators
and included the cost of their flights and accommodation. A cut in the
in the late 60s encouraged even more people to
take all-inclusive package holidays because by paying for everything in advance
they were able to spend the £50 they were allowed to take out of the country on
other things.
When _____________________________ or ‘jumbo jets’ were introduced in 1970
the cost per seat fell further and more people were encouraged to travel overseas
by air.
In 1969, the government passed the___________________________________
which set up the British Tourist Authority and the national tourist boards to help
promote _______________________________________ and domestic holidays.
Since the 1970s people have had more money to spend (disposable income) and
longer holidays. Two consequences of these lifestyle developments have been a
trend for more __________________________ either in the sun or on the ski
slopes, and the
as more and more people become car owners.
© Learning and Teaching Scotland
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Outcome 2
Student Activity 9
Centuries of change
Now that you have studied the major developments which contributed to the
growth of tourism, try to categorise them under the four main headings below.
Some examples are given to start you off – some developments can fit into more
than one category
17th/18th century
Technological
19th century
20th century
Development of
the stagecoach
Economic
Social
Political
© Learning and Teaching Scotland
High disposable
income
Movement of
people from
country to
town
Introduction of
Foreign Travel
Allowance
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Outcome 2
Answers to Activity 9
17th/18th century 19th century
l
Technologica Development of
the stagecoach
Economic
Social
Travel only for the
wealthy
20th century
Development Development of jet
of the railways aircraft
Development
of steamships
Invention of the motor
car
Rise in factory
employment
in towns
resulting in
increase in
wages
High disposable income
Holidays with Pay Act
1938
Thomas Cook
introduced
package
holidays –
reducing the
cost of travel
‘No-frills’ airline
introduced
Grand Tour
Movement of
(educational/social) people from
country to
Rise of the spas
town
(health/social)
1871 Bank
Rise of the seaside Holiday Act
(health/social)
Victorian
values – the
family holiday
Cost of overseas travel
falls – charter operators
Wages continue to rise
giving more disposable
income
World Wars stimulate
desire to travel
Films, radio and TV
stimulate interest in
foreign travel
Shorter working week
Increase in disposable
income
Attitudes to
Most British workers
travel change have at least 4–6 weeks’
as tour
holiday a year
operators take
the worry out
of travel
Political
Bank Holiday
Act 1871
creates
4 public
holidays a year
Factory Act gives women
and young people at
least 6 days paid
holiday a year
Holidays with Pay
Act 1938
Development of
Tourism Act 1969
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Outcome 2
Student Activity 10
Pioneers of travel and tourism
A pioneer is someone who prepares the way for others, i.e. the first person to do
something, which is then seen as a good idea and taken on board by others.
Match these pioneers of travel and tourism with some of their claims to fame:
Freddie Laker
Vladimir Raitz
Sir Henry Lunn
Organised winter skiing holidays
in the 1880s
Introduced the circular note
(forerunner of the traveller’s
cheque) and introduced the hotel
voucher
Operated one of the first private
commercial airline companies
Billy Butlin
First overseas package holiday
using charter flights (1950)
Thomas Cook
First holiday camp in 1936
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Outcome 2
Answers to Activity 10
Freddie Laker
Operated one of the first private commercial
airline companies
Vladimir Raitz
First overseas package holiday using charter
flights (1950)
Sir Henry Lunn
Organised winter skiing holidays in the 1880s
Billy Butlin
First holiday camp in 1936
Thomas Cook
Introduced the circular note (forerunner of
the traveller’s cheque) and introduced the
hotel voucher
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Outcome 2
Student Activity 11 – Extension Activity
Meet the Browns
Betty Brown and her husband Bobby are in their late twenties. They both have
good jobs, they own their own home and they have no children yet. They take
two main holidays a year – a week’s self-catering on the west coast of Scotland
and a longer three-week holiday overseas in the summer. In addition, they
usually take a weekend city break somewhere in Europe in the spring. They’ve
been to lots of European resorts for their summer holiday, and this year they
decided to go further afield, to the Far East and Australia. Betty’s grandmother
thinks its wonderful how adventurous young people are nowadays – the closest
she’ll ever get to Australia, she says, is watching Neighbours on TV! Still at least
she’s got more of an idea of what foreign countries are like than her mother had
– she never even saw a television.
All this gets Betty thinking about her family tree and the sorts of holidays and trips
her ancestors might have taken – if they had any holidays at all. On the next
page are details of the ancestors she was able to trace.
Task 1
Help Betty to understand what they might have done in their leisure time, if
indeed they were likely to have any. For each of the ancestors, suggest:
1.
2.
3.
The kinds of places they might have gone to on a day out or on holiday.
The method of transport they might have used.
Recent developments of the time that would have affected the type of
trips/holidays they would have taken.
Task 2
Betty and her husband are an example of how trends in holidays are changing.
Answer these questions:
1.
How do the types of holiday that Betty and Bobby take differ from those that
their parents took in the 1960s and 70s?
2.
Betty’s grandmother mentions one reason for this change. What is it and
can you think of anything else that has had a similar effect?
3.
If you worked for one of the Tourist Boards in this country, what kind of
holiday would you promote to try to attract people like the Browns to your
area?
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Outcome 2
Student Activity 12
Timeline
Sort the cards provided (on the next page) around the Brown family timeline to
show the developments in travel and tourism in correct chronological order. You
may need to paste this page onto some A3 paper.
Late 17th century. Samuel
Brown was a young gentleman
of a respected and wealth
family.
1790/early 1800s. The wealthy
family of William Brown were
great followers of all the latest
fashions in travel.
In 1830, Bertie Jones (an
ancestor on her mother’s
side) gets married. He lived
in Manchester and had
saved enough money for a 2day honeymoon.
In the 1860s and 70s Betty’s great
great great grandparents on her
father’s side were wealthy mill owners
in the Midlands.
Albert and Maude were less
well off in the 1860s and 70s.
They had 3 kids and worked
in the mill.
Grandma and Grandad Brown
lived in Glasgow in the 1930s –
her brother and his family lived
in England. Each family had a
modest income and they
remember their family holidays.
In the 1920s great grandma Daisy was
‘in service’ to a doctor’s family in
Edinburgh.
Uncle Ben emigrated to Canada before the
2nd World War. He came back once in 1949
and then again in 1959.
Betty’s Mum and Dad were
comfortably off in the 1960s and
70s and willing to try anything
new... By the end of the 80s, with
their children leaving home, they
had more money to spend on
themselves.
Betty and Bobby Brown
© Learning and Teaching Scotland
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Outcome 2
Teacher resource for Activity 12: photocopy onto card and cut into strips

Government passes the
Development of Tourism
Act

Invention of the bicycle

The charabancs make day
trips to the seaside a
possibility for many

Mass-market package tours to Spain
and other Mediterranean resorts
begin

Surplus aircraft are bought
by entrepreneurs who
establish private airlines

Sea bathing considered health,
making seaside resorts popular with
the upper classes
 Billy Butlin open his first
holiday camp

The motor car become popular with
the middle classes as a means of
personal transport

Guidebooks for travellers
introduced

The era of the Grand Tour

Popularity of spa towns
introduced

Passenger steamships

Cheaper air travel becomes
available with growth of
commercial airlines
companies

First passenger trains

Introduction of the
stagecoach and coaching
inns

Thomas Cook organises tours to the
Continent

Holidays with Pay Act

Government creates four bank
holidays a year
© Learning and Teaching Scotland
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Outcome 2
Student Activity 13
Tourism trends
From the brochures and other promotional materials provided, identify current
trends in travel and tourism:
Outbound
Inbound
Domestic
Trends in the Organisation and Management of Tourism (lecture
notes)
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Outcome 2
Student Activity 14
Using the scotexchange.net website – find out the following information.
Niche markets
Name six niche markets in Scotland and give the income generated by these
annually.
1.
2.
3.
4.
5.
6.
Eco-tourism/Green tourism
Find out current projects/places where eco-tourism/green tourism is being
practiced in Scotland. Name two and describe the project/the reasons that make
it a green tourism site.
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Outcome 2
Student Activity 15
Employment patterns
Make a list of jobs that you can think of in the travel and tourism industry which fit
in to the 3 key stages or sectors of activity the travel and tourism industry
involves. Remember that this includes Inbound, Outbound and Domestic visitors
travelling for leisure or business purposes.
Setting up travel
and holiday
arrangements
Getting people
to their
destinations
Providing for their
needs and enjoyment
when they are there
O
U
T
B
O
U
N
D
I
N
B
O
U
N
D
/
D
O
M
E
S
T
I
C
© Learning and Teaching Scotland
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Outcome 2
Find out about one of the jobs you have identified above in order to present the
following information to the rest of the class:
Job Title:
Duties:
Skills required:
Knowledge required:
Qualities: describe the kind of person who would enjoy this type of work. This job
would suit someone who:
Useful qualifications:
Career progression – what type of job could this lead on to:
This type of job appeals to me because:
What disadvantages of working in the travel and tourism industry can you think
of?
© Learning and Teaching Scotland
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Outcome 2
Tourism in Scotland
Each year VisitScotland produces ‘Tourism in Scotland’, research findings about
the tourism industry in this country (from scotexchange.net). From the most upto-date figures available, find out the following information about Scottish tourism.
Tourism facts and figures
1.
How many tourists visited Scotland in the year that the figures refer to?
Total: _______________________
How many of these were
From overseas? _________________
From Britain? ___________________
What is another way of describing these visitors?
2.
How much did tourists spend in Scotland in the same year?
Total: _______________________
Who spends the most/least and stays for the longest/shortest time?
3.
What is the most visited area of Scotland?
–
–
–
4.
By British visitors on holiday
By overseas visitors on holiday
By leisure day visitors
What percentage of the working population is employed in tourism-related
jobs in Scotland?
Are there any areas which are significantly above the national average?
5.
What are the most important markets for Scottish tourism? (i.e. where do
most of our overseas visitors come from?)
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Student Activity 17
Outcome 2 revision quiz
In groups of three, devise a set of 12 questions which you will ask the other
teams. You should set questions on each of the following themes (and you must
know the answer yourselves!).
1 question about travel in the 17th–18th century
1 question about either the Grand Tour or spas and the seaside
2 questions relating to 19th-century developments
1 question about the 20th century to WW2
2 questions about developments in the period from WW2 to the present day
2 questions relating to categories of change: technological/ social/
political/economic
1 question relating to pioneers of travel and tourism
1 question about tourism trends or forecasts
1 question about employment patterns
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OHT 1 – Handout
Types of change which lead to growth in travel
and tourism
1. Technological Change
17th–18th Centuries
 Development of the stage-coach
 Initial developments in road building
19th Century
 Invention of tarmacadam
 Development of the railway
 Introduction of passenger steamships
 Invention of the bicycle
2 0th Century
 Invention of the motor car
 Introduction of the charabanc
 Developments in aircraft technology
– surplus wartime aircraft
– commercial jet airlines
– Boeing 747 wide-bodied jets carrying
400 + passengers.
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2. Social Change
16th–18th Centuries
 The Grand Tour – educational → social/
pleasure
 Rise of the Spas – health →social/
fashionable resorts, e.g. Bath, Buxton,
Scarborough
 Rise of the Seaside – health → social/
fashionable resorts, e.g. Brighton, Blackpool,
Southend
19th Century
 Rise in urban population → motivation to
travel for relaxation to coast / seaside
 1871 Bank Holiday Act – four public holidays
a year
 Enthusiasm for healthy outdoor life
 Victorian values – the family holiday
 Attitudes to travel change as tour operators
such as Thomas Cook take the worry out of
travel
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20th Century
 World Wars stimulate desire to travel
 Cinema, radio and TV stimulate interest in
foreign travel
 Shorter working week
 Increase in disposable income
 By 1990s, most British workers have 4–6
weeks’ paid holiday a year
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OHT 3 – Handout
3. Economic Change
16th–18th Centuries
 Travel the privilege of the wealthy
19th Century
 Rise in factory employment in towns →
increase in wages
 Entrepreneurs like Thomas Cook offer
special fares, reducing the cost of travel
20th Century
 Wages continue to rise
 1938 Holidays with Pay
 Cost of overseas travel falls – e.g. charter
operators and no-frills airlines offer low
prices to travellers
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OHT 4 – Handout
4. Political Change
1871
Bank Holiday Act creates four public
holidays a year
1901
Factory Act gives women and young
people at least six days’ paid holiday a
year
1938
Holidays with Pay Act makes annual
family holiday a reality for the masses
1969
Development of Tourism Act creates
British Tourist Authority and National
Tourist Boards – stimulates inbound
and domestic tourism
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OHT 5 – Handout
Effects of changes

Stimulated desire for travel

Provided the conditions which enabled
people to travel – time, money, ease of
access

Led to further developments to meet the
needs of travellers
–
stagecoaches → coaching inns
–
interest in spa and sea bathing → hotels
–
passenger railways → terminus hotels,
seaside entertainments, boarding
houses
–
tour operators offering inclusive tours
–
circular note, hotel vouchers (Thomas
Cook)
–
overseas travel → guidebooks
–
growth in annual trades holidays →
development of holiday camps
–
increase in car ownership →renewed
popularity of the seaside resort in the
50s;
decline of railway as main method of
leisure travel; increase in day visits;
growth of motel accommodation and
caravanning.
–
development of commercial aircraft →
decline of transatlantic liners; increase in
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outbound holidays; development of
identikit resorts; development of the
modern-day package holiday and mass
tourism.
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OHT 6 – Handout
Current trends in tourism

More long-haul trips

Independent travel

New destinations – e.g. Eastern Europe,
remote areas

Winter sun

Specialist/activity holidays

City breaks

Affordable cruising

‘Green’ tourism

Increase in business travel
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OHT 1 – Handout
Tourism forecasts for the 21st century

More short breaks, especially in cities

Growth in 2nd, 3rd, 4th holidays

Growth in special-interest and activity-based
trips

More long-haul trips

East-west/west-east European travel

Increase in air and rail travel

Higher consumer expectations and demands
in terms of standards, service, ‘green’ factors

Further development of green tourism, ecotourism and sustainable tourism initiatives

Decline in popularity of sun, sea, sand
holidays???
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OHT 1 – Handout
Tourism employment and training
 Wide range of jobs and career paths
covering all industry sectors
– making travel arrangements
– getting people to and around their
destinations
– catering for tourists’ needs
– destination marketing and other tourism
organisations
 Around 200,000 people employed in
tourism-related jobs in Scotland
 Accounts for 9% of all Scottish employment
Training: national initiatives
 Tourism Training Scotland:
– Welcome Host
– Scotland’s Best Service
– Natural Cook of Scotland
– Tourism Business Success
– Scottish Quality Retailing
 Springboard UK/Scotland: Tourism as a
first choice career
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OHT 9 –Handout
Tourism employment characteristics

Seasonal and full time, depending on
location

Round the clock and weekends

Long and irregular hours

Poorly paid at entry levels → opportunities
to progress quickly

Contact with people from different countries
and cultures

Work in an atmosphere of enjoyment

Opportunities for travel

Variety
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Handout 1: Early Days and the Middle Ages
People have been travelling for business and pleasure purposes since the time of
the ancient Egyptians more than 2500 years ago.
The Ancient Greeks travelled for pleasure, and for religious and health reasons
– visiting the sites of gods who were supposed to have healing powers and
attending religious festivals. Their reputation as builders meant that many
travellers were attracted to Athens on sightseeing trips to visit buildings like the
Parthenon. Travel for sporting events also took place and the Greeks hosted the
first Olympic Games in 776 BC which were attended by international visitors.
With out-of-town visitors about, and travel being mostly by sea, inns were
established around the major sites and at the ports. Travel for pleasure in Greek
times led to the first guidebooks – to places like Athens, Troy and Sparta, and
inns were signposted along the way.
The Roman Empire extended far beyond Italy, and much travel in these times
was for military purposes, and for trade. Travel for private purposes also existed
– for example visiting friends and relatives who were posted in other areas of the
Empire. And because the Romans patrolled their empire so effectively, travel was
relatively safe. The Romans were renowned as road builders so travel could be
fast, and there were staging inns along the way to cater for travellers’ needs.
Like the Greeks, the Roman making a leisure trip might also have used his
guidebook, and he’d have had no problems with foreign currency as Roman
coins were accepted everywhere. Outbound travellers went to places like Sicily,
Greece, Egypt and the Holy Land, while domestic tourists built second homes
within travelling distance of Rome. The wealthy liked the area to the south of
Rome around the Bay of Naples where fashionable resorts were found, while the
masses flocked to other seaside resorts for a more lively, and, by all accounts,
rowdy and drunken time.
The Roman Empire eventually collapsed in the 5th Century AD and travel
became more difficult (no-one was maintaining the roads they had built) and
dangerous (there were no patrols to ensure safety). The main result was that
travel for leisure purposes became a thing of the past, although travel for trade
purposes carried on. Later on, in the Middle Ages, religion was one of the major
motivating factors for travel. The word holiday originates from ‘holy day’, and
referred to the days devoted to religious observance and festivals rather than
work. Some people travelled on pilgrimages – journeys to holy places and
religious centres. And, as in earlier times, seeing that these pilgrims needed
somewhere to stay, eat and drink, enterprising locals established inns along the
routes that the pilgrims took. Others set up souvenir stalls, and entertainers also
made money from the people who came their way.
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Handout 2: The 17th–18th Century
Before the 17th century, travelling in Britain was not a pleasant experience.
Roads were little more than dirt tracks – dry and rutted in summer, muddy and
potholed in winter – and people travelled either on foot, on horseback or in horsedrawn carts or carriers’ wagons, which were bumpy uncomfortable affairs. Added
to this, journeys could be hazardous. People making long journeys had to carry
all the money they needed for the trip with them and there were always plenty of
highwaymen about who were delighted to take it from them!
By the 17th century, much to the relief of those who had to travel, someone had
invented the sprung coach (i.e. a coach with springs that would absorb some of
the bumps). But only the very wealthy possessed private carriages.
Developments came at the end of the 17th century in the form of the stagecoach,
which was pulled by a team of horses and was therefore faster; and then,
towards the end of the 18th century, the mail coach, which carried mail and
newspapers as well as passengers, and which was faster still. Coaches carrying
eight to fourteen people were now running to regular timetables and
improvements in road making also led to faster and safer journeys – General
Wade, for example, built many roads in Scotland for military use in the 18th
century. ‘Turnpike roads’, for which a toll had to be paid, were established. The
tolls helped to pay for road improvements and maintenance and so travelling
times became faster. By the 18th century coaches could cover 40 miles a day,
but that still meant that the 400-mile trip from Edinburgh to London would take 10
days! By 1815 however, things had really started to speed up.
A Scot called John Loudon Macadam had come up with a new way of building
roads and his ‘Macadamised’ surfaces meant that coaches were able to travel
much faster. That ten-day journey was reduced to around three days. Thomas
Telford, a civil engineer, was also influential in this respect – as well as building
roads, canals and bridges south of the border he completed over 900 miles of
roads and 120 bridges in the Highlands in the first half of the 19th century.
These were important developments, because not only did they cut down on
travelling time, they could also transport more passengers at one time. Canals,
built to transport goods from one place to another, could also take some
passengers if there was room, although this was very slow. In addition, much like
the ancient Greeks and Romans before them, people who had good business
sense were soon setting up coaching inns as staging posts along the routes that
the coaches ran, to cater for the needs of the passengers as well as those of the
horses.
At this time, most people (around 80% of the population) still lived in the
countryside and made their living farming and working for the local landowners or
in the nearby villages. The ordinary people didn’t travel far – they had everything
they needed for everyday life on their doorstep, so there was little motivation to
travel. Just as well really, as they still had neither the time nor the money to do
so. Travel was definitely something only the wealthy did in those days and the
main motivating factors were health, social or educational reasons as we will see
in the next two sections.
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Handout 3: The Grand Tour
During the 17th and 18th centuries, the education of a young gentleman wasn’t
complete without a trip to Europe doing the ‘Grand Tour’ of the cultural centres of
the Continent. France and Italy were the most popular destinations for the Grand
Tour, which often lasted three years or more. Originally for educational motives,
the Grand Tour soon became a social affair too – after all, it must have been
quite good fun to go off round Europe in your early twenties to places like Rome,
Paris, Athens and Venice – no wonder it took them three years to come back!
Among those who went on the grand tour were young men like Robert Adam,
who became one of the most important and popular architects of the day, and his
designs show the influence that his travels had on his work. He built houses in
the classical style, influenced by the ancient temples and palaces he saw in Italy
and the interiors of his buildings are also full of Greek and Italian influences,
materials like marble and decoration like ornate plaster ceilings. He and his
contemporaries brought back works of art, marble statues and a style that can be
seen in many of the historic houses of the 18th century which are open as visitor
attractions today.
The era of the Grand Tour came to a close at the end of the 18th century. By the
early 19th century, Europe was involved in the Napoleonic Wars. As travel to
Europe was curtailed for about thirty years, domestic travel grew in popularity
among the upper classes. Remember that by this time, travel by coach was much
faster and more comfortable thanks to road improvements and so in the early
19th century places like the Lake District and other scenic areas experienced
something of a tourism boom.
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Handout 4: Spas and the seaside
Spas were first established for medicinal purposes during Roman times. They
became popular again in the 16th and 17th centuries. Scarborough for example
was a noted centre for medical treatment by the early 17th century, and Bath,
Buxton and Harrogate were equally popular among those seeking the cure by
both bathing and drinking the reportedly beneficial spa waters. ‘Taking the cure’
rapidly assumed a social as well as a health-related function and among the
upper classes it became the fashionable thing to do. Bath in particular became a
major centre of social life for high society during the 18th and 19th centuries.
Strathpeffer in the Highlands was the most famous of the spa towns in Scotland.
By the end of the 18th century, English spa towns declined in popularity as the
seaside resorts grew. This resulted when a doctor of the day wrote a paper about
the health benefits of sea water (drinking it as well as bathing in it!). Scarborough
was already a spa town and, along with Brighton became the first to exploit this
belief, followed quickly by other resorts like Southend, Margate, Bognor and
Blackpool. Hotels sprang up to accommodate the visitors, but because transport
was still relatively expensive and time consuming, the seaside was still, in these
early days, the playground of the rich. In 1815 steamboats first began to operate
and piers were constructed to accommodate the vessels. These piers became a
social meeting place for visitors who would ‘promenade’ up and down the
seafront, taking the air and being seen.
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Handout 5: The 19th Century
The Industrial Revolution
In the 19th century, the period known as the Industrial Revolution was in full
swing. This was a time of invention and mechanisation which saw the main
means of producing manufactured goods move from the countryside to the new
factories in towns and cities.
One of the main effects of the industrial revolution therefore was a massive
movement of people away from the countryside into the towns and cities to find
work.
Work in the cities was hard both physically and psychologically and although
people were better paid, they had very little leisure time. Workers became more
aware of the beauty and attractions of their former rural surroundings in
comparison to the grim surroundings of city life, and this, along with a desire to
escape the monotony of the factory, led to a longing to leave the cities for a
break. The accompanying revolution in transport would allow them to do so.
The industrial revolution both created a need for better transportation of the
goods which were being produced and provided the means to develop it. The use
of steam power to make machines work led rapidly to two of the most important
advances of the 19th century which would transform peoples’ travelling habits:
the railway and the steamship.
The railways
In 1830 the first rail link opened between Liverpool and Manchester and this was
followed by a rapid expansion of the network of track between the main centres
of industry (and therefore of population) and the ports. By 1841 the mailcoaches
which had seemed revolutionary a hundred years before were replaced by the
railways. The railways developed originally to transport raw materials to the
factories and finished goods from the factories to the ports, but soon they began
to offer passenger services. Entrepreneurs like Thomas Cook (see below) further
stimulated rail travel by organising excursions at special fares. So by the 1850s
city dwellers were able to see their dreams of escaping for a while from the
atmosphere of the cities become a reality, as the railway transported people to
the coast and to the seaside resorts which were now no longer the preserve of
the wealthy. They were easier to get to by the mass of people, excursion fares
made it affordable and the introduction of four public holidays a year in 1871 gave
people the time to make day trips away from the noisy and dirty cities.
Entertainments were set up in the coastal resorts to cater for the influx of visitors.
Later in the century, the first of the great railway terminus hotels started to
emerge, built by the railway companies themselves.
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Steamships
Alongside the development of the railway came the development of the
steamship. As with the railways, faster and more efficient
communications by sea were needed for trade purposes, but passenger ships
quickly developed too. Steamships played a key role in both the development of
domestic tourism and outbound tourism. On the domestic scene, steamers took
seaside visitors on pleasure trips from the coast. Outbound, the steamships were
to be a vital link in the development of continental, transatlantic, and global tours.



In 1821 the first commercial cross-channel steamship service took place on
the Dover – Calais route.
1838 saw P&O start the first long-distance steamship service to India and
the Far East.
In 1840, Cunard began its long tradition of sailing to America, and as well
as taking British visitors to the States, brought back wealthy Americans to
tour in Europe.
Thomas Cook and friends
During this time, as we have seen, entrepreneurs – people who could recognise
a good business opportunity – started to capitalise on the rapid changes the
century was bringing about. Thomas Cook was one of the original ‘tour operators’
and a summary of his achievements might look like this:








In 1841 Thomas Cook opened the first travel agency and organised an
excursion from Leicester to Loughborough for one shilling return.
It was so successful that more trips followed. Cook didn’t just organise trips
for wealthy clients. He was one of the first to run day trips to the seaside for
factory workers from the industrial cities.
In 1845 he extended his operations to the Continent, creating the first
inclusive tour.
In 1851 he organised excursions to the Great Exhibition in London
(something like a 19th-century Millennium Dome, but much more
successful) at the request of Queen Victoria’s husband, Prince Albert.
These excursions were for the ordinary people at prices they could afford
and were advertised outside factory gates. In the end he succeeded in
bringing 160,000 people to London for the event, providing guides and
couriers to help people make the best use of their time.
Previously, anyone staying away from home would have to organise their
own accommodation. Thomas Cook recognised this opportunity and ran
excursions with pre-booked rooms.
In 1866 he operated the first excursion to the USA.
In 1869 Cook opened an office in Cairo, and operated excursion steamers
up and down the Nile for passengers from the ships waiting to go down the
Suez Canal.
In 1872 he organised the first round-the-world tour.
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So how was Thomas Cook able to build up a successful travel ‘empire’ in such a
short space of time? Well, firstly, he was seemingly always first with a good idea,
and secondly because he used his eyes, ears and head to see what travellers
actually needed and then made sure he provided it. He did one very important
thing – he took the worry out of travel. You have to remember that in those
days, people were unused to travel, or if they were used to it, they were used to it
being full of hassles – having to deal with lots of different companies to get from
A to B, having to arrange their own accommodation wherever they went, having
to carry around lots of money all the time, having to do their own research on
where to go and what to see, and so on.
Some of the innovations Thomas Cook brought in to make it all easier were:



persuading the different private railway and shipping companies to accept
his single ticket. This meant that passengers only had to buy one allinclusive travel ticket, rather than lots of different ones, if they were
making a trip that involved using different transport companies.
he introduced the hotel voucher, which guaranteed that his company
would pay the accommodation bill for his clients. This way, the clients didn’t
have to carry around lots of money to pay for accommodation, and they
were able to buy an inclusive tour – meaning that the price they paid
included the cost of their accommodation as well as their transport.
he introduced the ‘circular note’, a kind of early traveller’s cheque, which
again reduced the necessity of carrying around large amounts of money.
Other notable pioneers (i.e. people who were among the first to do something) of
travel at this time were:


Sir Henry Lunn, who was one of the first to organise winter skiing holidays
in Switzerland in the 1890s. He also ran lecture tours to Greece.
Sir Rowland Hill, who was in charge of one of the early railway companies
and, like Cook, was one of the first to organise rail excursions.
More 19th-century changes
Things were certainly changing fast in the second half of the nineteenth century.
As well as all the developments in travel and transport, other things were
happening, such as:


Social and political change: 1871 Bank Holiday Act, which created four
public holidays a year. In the 1890s many towns introduced weekly half-day
closing. These two measures provided people with more time to enable
them to travel for pleasure.
Economic and political change: At the turn of the century, the Factory Act
gave women and young people at least six days’ paid holiday a year,
providing them with more money that might enable them to travel for
pleasure.
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Social attitudes were changing too. As well as an all-round curiosity about travel,
the Victorians became very keen on the notion of the family holiday – the whole
family travelling together, whether on day excursions or longer trips to enjoy their
leisure time. Attitudes towards the great outdoors changed too. Fresh air was
seen as healthy and outdoor pursuits were encouraged. The bicycle, invented in
the 1870s, became very popular – with the well-off initially, because in the early
days they were expensive to buy. Ultimately, in the 20th century the bicycle
would give millions of ordinary workers access to personal transport for leisure
day trips as well as a means of getting to and from work.
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Handout 6: The 20th Century to World War 2
At the beginning of the twentieth century, travel and associated developments
continued to expand – the first of the large hotel chains was set up by the Trust
Houses group in 1903 – and then came the War.
In terms of travel and tourism the War had two direct effects:


War gave people who had never travelled outside Britain experience of
foreign countries. After the war, many wanted to return to revisit the places
they had seen.
Passports, which up until now had not been required for European travel,
were introduced.
Developments in transport continued apace. The motor car, in its infancy at the
beginning of the century, began to appear on Britain’s roads, though only the
well-off could afford them initially. However, old army trucks were put into service
as rudimentary coaches called charabancs and in the 1920s these, and the more
comfortable coaches which developed from them, were really popular for trips to
the seaside. As car ownership grew, the railways which had grown so rapidly in
the nineteenth century began to decline. By the 1920s, the middle classes were
taking to the roads behind the wheel.
By the 1930s, an annual trip to the seaside was becoming more popular and
accessible to ordinary folk. Boarding houses were everywhere, but they were
often rather unfriendly and guests were on the whole not welcome during the day
– not much fun if the summer weather was, as it often seems to be, damp!
Spotting an opportunity, in 1936 Billy Butlin opened his first holiday camp at
Skegness. The idea behind the holiday camp was simple and successful –
accommodation, and all-weather entertainment at an all-inclusive affordable
price. Butlin’s Holiday Camps and others like Pontins, were a great success,
again because like Thomas Cook before them, entrepreneurs had identified what
people needed to make their holiday experiences easier and more fun and
provided what they wanted at the right price. When the first Holidays with Pay Act
was passed in 1938 entitling workers to a two-week paid holiday every year, the
expectation of an annual family holiday was well established.
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Handout 7: World War 2 to the present day
Post war
Post-war Britain saw a dramatic change in holiday-taking patterns. On the
domestic travel scene, rising standards of living meant that car ownership quickly
increased in the 1950s, with the subsequent revival of popularity of the seaside
as a destination for day trippers and holidaymakers.
Just as had happened after WW1, there was an increased interest in overseas
travel after World War 2. As well as the desire of ex-servicemen themselves to
return to the sites of battles, families also wanted to see where their loved ones
had fought and to experience the countries and cultures that they talked about
when they got back. Those who had remained at home had had more experience
of the war this time around than had been the case during WW1 because in
addition to radio, cinema had for the first time brought the news in pictures and so
people were able to see and hear the sights and sounds of other countries and
this too led to a desire to travel to new destinations – to different continents even.
The airline age
World War 2 had seen a lot of developments in aircraft technology, and this was
to have a major and rapid effect on the travel and tourism industry. At the end of
the war there was a surplus of aircraft, no longer needed for fighting, and again
entrepreneurs saw an opportunity which was to change the face of travel.
Businessmen like Freddy Laker set up private commercial airlines which were
soon able to offer cheaper and faster alternatives to overseas travellers. When
the Boeing 707 was introduced in 1958, the age of cheap air travel for the
masses was getting ever closer and the days of the great ocean liners, plying the
transatlantic routes among others, were numbered. In 1959, Cunard lost 25% of
its transatlantic business to the airlines. Some of the shipping companies
diversified into cruising.
Development of mass tourism
These developments continued into the 60s. Large airlines bought new jets for
their scheduled services, leaving smaller companies and tour operators to buy up
the older models to run charter services taking holiday tourists to the sun. Charter
flights operate differently from scheduled flights which operate to a regular
timetable and fly whether the plane is full or half empty. Charter flights operate
specifically to fly full loads of holidaymakers to their destinations.





Carriers and travel organisers worked together to put together the first
packages.
Vladimir Raitz is credited with organising the first package tour using a
charter flight to Corsica in 1950 under the name of Horizon Holidays.
By the mid-60s the short-haul package holiday was established as a
favourite mass-market holiday choice.
The BBC TV holiday programme started, stimulating demand for foreign
holidays.
Resorts like Benidorm, Torremolinos and Palma, Majorca grew quickly, to
cater for the European package holiday market.
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Outcome 2



In the late 60s the Government cut the Foreign Travel Allowance to £50.
This meant that anyone travelling abroad could only take a maximum of £50
out of the country. The effect of this was to encourage people to take
package holidays where their accommodation and flights were paid for in
advance, leaving them the £50 to spend on other things.
Gradually, longer paid holidays became the norm and more people took
second holidays and in particular, winter sports holidays became popular.
The Boeing 747, or ‘jumbo jet’, was introduced in 1970. It could carry over
400 passengers in one aircraft, so the cost per seat fell, encouraging yet
more passengers to travel to overseas destinations by air. These aircraft
again replaced older models that became available for charter operations,
with lower unit costs because they also could carry more passengers than
the aircraft that had gone before.
In the 1960s, mass-market package tours revolutionised the European travel
industry. As people became more familiar and comfortable with travelling abroad,
so they became a bit more adventurous in the destinations they travelled to.
However, because what was provided in the overseas destinations was very
much dictated by the needs of the market for package tours, the tour operators
were able to stipulate what should be provided in terms of accommodation and
entertainment. This led to a phenomenon known as ‘identikit destinations’ which
meant that no matter what resort or country you were in, the holiday experience
was much the same. While perhaps reassuring for the customer, such
destinations can have the effect of smothering the culture and identity of the
destination, and in the more enlightened 90s the development mistakes of some
of these resorts are looked back on with some regret. The mass-market resorts
were not all in the European short-haul areas – others to grow quickly in this
period included Waikiki beach in Hawaii which was a favourite with American
visitors.
In terms of inbound and domestic tourism in Britain, a major milestone was the
1969 Development of Tourism Act, which, among other things, set up the
British Tourist Authority to promote inbound tourism and the national tourist
boards, including the Scottish Tourist Board to coordinate the industry and
promote domestic holidays. The role of the Boards has changed a bit over the
years, and notably, the Scottish Tourist Board now has much more direct
responsibility for promoting Scotland as a tourist destination.
From the 1970s onwards there has been a steady growth in international travel
and a decline in domestic holidays in Britain as outbound air travel becomes
cheaper and quicker and people have more disposable income. In recent years,
however, Scotland has experienced a slight upturn in domestic visits, due partly
to the increase in short breaks and second holidays at home. Car ownership
continues to rise and one consequence of this has been the growth of touring
caravan holidays.
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Outcome 2
Tourism trends and forecasts
Our fascination with travel is reflected in the number of holiday and travel
programmes on television which both:


satisfy our desire to know more about overseas countries
stimulate more tourist trips.
More and more travel agencies have sprung up to handle our increasing travel
needs. Travel agencies have moved rapidly to keep up with the latest technology
and are now fully automated and linked in to central reservations systems.
Although there are independent travel agencies, many High Street agencies are
owned by the major tour operators whose holidays they sell. In the 1990s Spain
continues to be the number one destination for British holiday trips, followed by
France and the USA. Certain trends in travel and tourism are now established,
e.g. long-haul holidays, all-inclusive holidays, theme breaks, short breaks, special
interest holidays, independent holidays cruises, winter sun, purpose-built resorts
(e.g. Center Parcs) and many more. A recent and growing trend is the concern
about the impact that tourism has on the environment and as consumers we are
perhaps more careful about the kinds of holiday we choose. ‘Green’, ‘sustainable’
or ‘eco’-tourism are all terms used now which were unheard of in the 60s.
As we move into the 21st century, our lifestyles and working patterns are
continuing to change. Shorter working hours, job-sharing flexible working
arrangements, earlier and longer retirement – all mean more leisure time. More
people than ever before will have 6 weeks of paid holiday a year. Recent
business forecasts are for:







an increase in international business travel
an increase in jobs related to international travel
more theme-based, activity-oriented attractions as destinations in
their own right
more holidays aimed at the mature market
increased demand for tailor-made holidays
increasing sophistication of the consumer
increase in eco-tourism, nature-based holidays and historical/cultural
tourism.
Inbound tourism shows some interesting recent trends in addition to the general
trends and forecasts above. For example, in England, the club scene is attracting
day/night visitors from Europe and in the short breaks market, a decrease in
airfares has led to a trend for weekend breaks in London from Hong Kong! Global
tourism is certainly here to stay.
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Outcome 2
Handout 8: Tourism employment
Facts and figures

Tourism is the largest industry in the UK and one of the main employers.

In 2003, over 200,000 people in Scotland, or around 9% of the total
workforce, were employed in tourism-related jobs.

Over 14% of all employment in Perthshire, over 11% in Dumfries and
Galloway, and over 10% in the Highlands of Scotland is tourism-related.

Since 1987, tourism-related employment has increased by 10% in
Scotland.

Aberdeen and Grampian, and Edinburgh and Lothian, have shown
particular increases in tourism-related employment since 1991.

Jobs in tourism can be seasonal or full time, depending on geographical
location.

Most tourism-related employment is in the hotel and catering sector.
Tourism training initiatives
Tourism Training Scotland was set up in 1993 to promote quality training and
career development for all who work in the industry. The objective is to make
sure that Scotland remains competitive in the world tourism marketplace by
ensuring that all visitors to Scotland enjoy a world-class quality of service. Many
training programmes have been put in place to help achieve these objectives,
such as Welcome Host and Scotland’s Best Service, both designed to enhance
service provision to visitors.
Springboard Scotland was established to promote hospitality and tourism as a
career. On the next page are listed just some of the jobs that they have identified
in travel and tourism. You can find out about these and many more – what they
involve, what the career prospects are, what qualifications you need, etc., by
contacting Springboard or accessing the information direct on the Springteractive
CD-ROM. You can also access information on www.careercompass.co.uk and
watch the Careers Video supplied by Springboard.
Springteractive database extract:
Tour operations – outbound
Tour Operations Contracts Manager T
our Operator Product Manager
Tour Coordinator
Resort Manager
Resort Representative
Tour Leader/Trek Leader
Tourist Guide
Travel agency
Travel Agency Manager
Assistant Travel Agency Manager
Travel Consultant
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Outcome 2
Airline flight crew
Cabin Services Director
Cabin Crew Member
Tourism organisations
Tourism Director
Marketing Manager
Research and Development
Accommodation Officer
Tourist Information Centre Manager
Tourist Information Centre Assistant
Sample career path – inbound tour operator
Company structure:
Director
Accounts
Secretary
Tour Operations
Manager – Groups
Tour Operations
Manager – FITs
Tour Ops
Assistant
Tour Ops
Assistant
Tour Ops
Assistant
Tour Ops
Assistant
Tour Operations
Specialist Markets, e.g. golf
Tour Ops
Assistant
Clerical Support
Sample career path – travel agency
Company structure:
Manager
Accounts
Business Travel
Consultant
© Learning and Teaching Scotland
Secretary
Leisure Travel
Consultant
Leisure Travel
Consultant
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Outcome 2
Sample career path – tourist information centre
Company structure:
Tourist Area Network Director
Development Dept
Marketing Dept
Visitor Services Dept
Membership Services
Admin and clerical staff
TIC Manager
Assistant Manager
Retail
Assistant Manager
Information/Reservations
Tourist Information Assistants (x number)
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SECTION 3
Outcome 3
Describe the impact of travel and tourism activities.
Delivery





The sequence of materials covers the effects of tourism in line with the
requirements of the unit content. Examples are mainly drawn from Scotland
with an emphasis on action taken on negative impacts.
Materials – especially video shorts – often deal with several aspects of the
impact of tourism activities. Videos from Tourism Concern and Classroom
Video (resources) ‘Beyond the Brochure’ from Tourism Concern are also
good resources to use for this outcome.
Texts dealing with IT used for Business Practices in Travel and Tourism
contain environmental aspects too.
The Impact of Tourism Intermediate 1 support pack also contains materials
which will help students who are new to the issues dealt with here.
The NAB Assessment Instrument 4 on Kenya in the old unit comes with
useful materials, which may be linked into student activities.
Use of media support materials






If you have access, the Further Education TV Learning Zone (FETV) video
Travel and Tourism, part 3, is useful for this Outcome. These are valuable
video shorts at the correct level covering many aspects of this outcome at
home and abroad. They are here to add variety to teaching/ learning
methods and activities are built around them. Alternatively, use of the
Impact of Tourism video or pack together with the questions supplied with
this are useful.
The video from Tourism Concern and Classroom Video as suggested in the
resources section are very helpful.
Planning ahead is fundamental for an enjoyable teaching and learning
experience.
Assessment is by short-answer and restricted-response questions.
NAB materials for the fieldwork aspect need local adaptation.
In the case of studying an area based on desk research, a substantial
quantity of materials for the destination has to be available before the actual
teaching starts.
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Outcome 3
Teaching/learning approaches

Video (FETV Travel and Tourism Shorts, Part 3) watch and work. Reuse of
parts of video at other points, on Sierra Leone, Turkey, Loch Lomond,
Cancun and Torremolinos. If you do not have this video you could use ‘The
Impact of Tourism’ video from Classroom Video or ‘Beyond the Brochure’
from Tourism Concern with worksheets supplied with those.
•
•
•
•
•
Interactive lecture
Texts and questions
Pair work
Matching information
Discussions.
© Learning and Teaching Scotland
•
•
•
•
Gap text
Simple survey
Quest
Fact finding
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Outcome 3
Teacher notes
Topic and Activity
Resources
The impact of travel and tourism activities
OHT 1 with lecture on glossary of terms to provide
overview. Engage the students by providing examples.
New terms will take time to be used with ease and
definitions understood.
OHT 1
Student
Activity 1
Employment: Usually presented as an economic issue.
Some textbooks/students regard this as a social issue,
because of its effect on quality of life. The link is
intelligent and justifiable, although not dealt with in
‘cold statistics’ of employment.
Explore this area if
you wish and refer to it again during other activities.
FETV Learning Zone: ‘The Impact of Tourism’ or
other suitable video
NB This activity can be amended to suit the video
available.
Show part 3 of the video shorts programme.
• Intervals after each case study for note taking/
completing exercise. If requested, repeat.
• Students look up places on the map from an atlas.
• Topic: Cultural intrusion by tourists will be dealt
with here, reiterated in a later activity via comments
made by an Edinburgh resident in a survey.
Critical thinking should be fostered to raise awareness
of issues. However, there must be some recognition
that the way forward is dealing with negative impacts
of tourism activities to limit the damage.
Student
Activity 2
Video FETV –
Learning
Zone, Travel
and Tourism.
Part 3: ‘The
Impact of
Tourism’ or
other suitable
video
World Atlas
Scotland is a good model. Discuss the cultural aspects
as well and look for solutions. Relate cultural issues
to Scottish traditions. Do a quick survey in the class
on how many families still eat haggis and how often.
When friends are coming to visit? 13 million tourists in
Scotland will taste haggis in hotels, B&B, pubs.
Is this traditional dish kept alive by visitors?
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Outcome 3
How many families still eat porridge or oat cakes?
Then visitors try them and buy oat cakes as souvenirs.
Make the link with whisky.
The economic impact of tourism
The class reads the summary of the economic impact
of tourism in Edinburgh.
• Gap text recall exercise (not as easy as it looks, 5
out of ten is a good score).
• Compare score with class.
• Compare results for Activity 3.
• Answers should identify accommodation as the
biggest expense.
• Refer to an appropriate advert of a hotel in a
national/local newspaper to get an idea of hotel
prices. Have students work out the cost of a
fourteen-night stay in a Scottish hotel.
• Compare to package holiday with self catering/
hotel accommodation in the sun.
Student
Activities 3–4
Economic impact and employment
•
•
•
•
Use handout Tourism Key Facts.
Students check through the statistics.
Show the video short of Sierra Leone again or
other suitable video.
Students to compare the economic impact of
tourism on both countries.
Similarities: high employment figures in the tourist
industry; the type of jobs, e.g. waiters. Local food
production, e.g. fishermen along the coasts in
Scotland supply local hotels. Many small businesses
create employment and boost the economy; the value
of tourism – foreign currency flows in; figures on
visitor spend in Scotland; job creation through new
tourism developments.
Student
Activity 5
Handout:
Tourism Key
Facts p1–4
FETV Video
Repeat –
Sierra Leone
short or other
suitable video
Key Facts 5 info gives more global view of tourism and
backs up the Sierra Leone argument of growing
tourism to Africa. Discuss the figures with the class.
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Preparation for the case study

Introduce location for the field study. Give date of
visit.

Explain that the group will look at the impact of
tourism activities as presented on OHT 1.
It is advisable to use the integrated approach of this
pack where learning is combined with desktop
research on the area. You should supply as much
information as possible so that questions can be
answered.


Hand out brochures, give out street maps, which
often contain adverts, or hang up posters of the
place so that the student gets a picture and feel for
the place.
If local area is expanded on, use students’ own
collected materials and supply local statistics.
Student
Activity 6
Brochures,
maps, posters,
leaflets of the
area of case
study.
Statistics on
tourism and
economic
activities of
the case study
area, from
ATB.
Earnings from tourism: Explain here that there are
businesses relying primarily on tourism income like B&Bs,
hotels, boat trips and cruise ships, camping sites, skiing
equipment hire and restaurants in tourist areas like
Aviemore, whereas pubs and supermarkets cater for
locals first and visitors in season only. All businesses
closing at the end of the season, like many attractions, are
dependent solely on tourism income.
Answers from the exercise can be based on economic
figures with a focus on tourism.
Outcome: Seasonal attractions earn from tourism only.
McDonald’s and local transport businesses make their
profits from locals and tourists alike.


Students work in pairs on answering the questions.
Check result.
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Outcome 3
Employment
To make the students aware of numbers of employees,
an example has been provided by the owner of an
Edinburgh hotel.
Student
Activity7
•
•
Perhaps
employment
chart from an
attraction/
service in the
case study
area.
•
•
Refer again to key facts and the small business issue.
Discuss the staff-friendly policy and the skills
required for this well-run hotel.
Point out that this kind of information on
employment will be gathered on-site for the case
study, if you follow the NAB material.
Make sure to get a talk on the number of staff and
their function from the provider you will visit, or
provide examples for desk-top research on the case
study area.
The example from the site visit can then be used, with
back-up overall employment figures for tourism in the
area when writing up the case study. Alternative:
phone a visitor attraction and find out about staffing
levels.
More tourism economics; the tourism multiplier
This is another aspect of tourism economics. The
general business term ‘multiplier’ can be checked out
in any business publication and in the A-Z by Youell
for mathematically-minded students.
Others may
prefer making up the story of tourism as an economic
money spinner. The multiplier is a way to describe the
economic benefit of any money coming into any area
and creating wealth and jobs.
Game: Divide the class into groups of three. Allow
them to be creative with the game.
Student
Activities
8–10
A -Z of the
Leisure and
Tourist
Industry,
Youell.
Activity 8: Reinforce idea of tourism making a direct/
indirect contribution to the economy.
Correct answers for direct contribution:
•
Hamish working as a guide
•
Distillery shop that sells solely to visitors
•
Local hotel
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Outcome 3
•
•
•
•
•
Self-catering park
Travel agency.
Correct answers for indirect contribution:
Tradesmen doing maintenance on the hotel as well
as other work.
Hamish’s father making whisky for retail outlets but
also for the distillery shop.
Supermarket selling to the self-catering guests and
locals.
Tourism economics – tourism balance of payments
This simple example introduces the concept of
tourism balance – income gained by a country through
tourism.
Student
Activity
11–12
•
Handout:
Tourism
Balance of
Payments.
Sierra Leone short touches briefly on currency
gains.
• Textbooks on tourism deal with this issue.
Work through this activity with the students.
Illustrate it with tilted scales – throw more £ signs on
the scale when discussing spending by the Spanish
couple. It should weigh down the scales. Then
reverse this process with more consideration on the
number of Scots visiting Spain (economies of scale in
mass tourism). This may tilt the scale of spending
through mass tourism from Scotland.
Textbooks on
tourism, if
preferred
Video short if
available
Handout as homework.
Compare new developments in other countries
with Scotland’s
There is a recall question on what has been learnt
about the tourism balance.
Expected answer: Africa in general does not generate
tourism on a grand scale, so balance for Sierra Leone
would be positive through incoming tourism.
Tourism account would be in the black. The activity
on new developments is mainly concerned with
building resorts. Avoid overuse of the Sierra Leone
© Learning and Teaching Scotland
FETV videos –
Sierra Leone,
Cancun,
Torremolinos
if available.
Student
Activities
13–15
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Outcome 3
short if you want to; just show a snippet on the
currency earnings.
Case study
resource
Show the short about Torremolinos or Cancun as
examples of mass tourism developments instead.
Prepared
information
on
developments
in your own
area/area of
the field
study.
Discuss the point – applying this type of mass
development to Scotland.
New developments: refer
examples e.g. the Britannia, Seabird Centre, cycle
routes in Fife, planned Royal Infirmary Medical
History Museum in Edinburgh, Falkirk Wheel.
New developments can now be discussed in terms of
multiplier, type of visitor for tourism balance, creating
employment – in short, the impact they will have on
an area and on the country in general.
For local new developments do some media watching.
Use a newspaper article to prompt the students a
little. Gather information on developments in the
area of the case study.
College survey – Edinburgh example
•
•
•
Survey gives preview on issues.
Comments back up enhancement of quality of life
of local residents thanks to tourism activities.
Positive response because a higher awareness of
matters of tourism amongst sample? Interviewers
claimed answers reflected honest opinions.
Student
Activity 16
FETV short:
Turkey if
available
The participation in festivals was also surprising and,
when the results were analysed, it turned out that a
substantial number of students had been taken to
children’s shows, to the free street events and to the
Tattoo.
•
•
Analyse comments on the social and cultural
impact of tourism in Edinburgh.
View the video short on Turkey as the other
extreme.
Students compare what they know about the reaction
to tourists in their own area and might get an idea
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Outcome 3
what to expect researching for the field study. Bring
in the example of a by-law on Gullane beach near
Edinburgh, which prohibits ‘indecent exposure’. The
local residents object to topless bathers.
Discuss what type of tourist may be intrusive, which
often has little to do with nationality but more with
numbers/level of education and what is considered
intrusive by locals. It all depends on the reaction of
the host country.
Case study work on survey
Examples of new developments should now appear in
the residents’ survey to find out local opinion.
Student
Activity 17
Centres may wish to use the Visitor Survey, and add
more questions to fit in with this outcome.
Introduce here the adapted surveys for your field trip.
Visitor Survey
or
Figures on the
area of the
field study.
Limit the number of surveys to the locals and tourists
alike. It may be out of season for leisure tourism. Post
the students for residents’ surveys at a supermarket,
town centre, or at the primary schools for
interviewing mothers while waiting. Discuss these
aspects with the students.
Alternative: Figures supplied by VisitScotland on likes
and dislikes of visitors to one area. Extend this with
a discussion on what provision needs to be developed
to rectify the negative aspects of tourism in the case
study area.
Tourism and environment (social, physical,
ecological)
Prepare for a discussion on how the negative impact
of tourism on the social and natural environment can
be diminished or reversed.
© Learning and Teaching Scotland
Student
Activity 18
FETV part 3,
Loch Lomond
(if available)
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Outcome 3
Tourism and environment (social, physical,
ecological) in the area of the field study
Hand out any relevant material on the area which
allows the student to answer the questions. Not
everything can apply to every area and so accept only
relevant answers.
Cultural events and participation should be rehearsed
again, by referring to results of college survey on
enjoying festival events.
Student
Activity 19
Gathered
information
of outdoor
and cultural
activities.
Study materials available in class sets.
Green tourism is big business
The activities introduce the students to the latest
VisitScotland environmental quality assurance scheme,
i.e. ‘real action’ involving tourism businesses, the
Green Tourism Business Scheme (GTBS).
(See
participating numbers update from News Watch.)
You may wish to incorporate a visit to one of these
businesses to provide an example on conservation
issues.
Eco-tourism in Mexico
Answers to be expected relating to Activity 22:
1.
•
Economic impact
•
Financial independence
•
Contributing to the local economy by
environmentally friendly projects
•
New types of jobs created
•
Real employment versus poaching
•
Jobs created for a substantial number of locals.
2.
•
•
•
•
Student
Activity 20–21
List of GTBS
participants
from
VisitScotland
(see Resource
list)
Handout 2
Ecotourism
in Mexico
Student
Activity 22
Social and cultural impact
Social attitudes changed towards environment
Living in harmony with nature
Legal jobs
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Outcome 3
•
•
•
•
•
Culture change from killing animals to preserving
wildlife
On-going education to preserve sealife in general
Looking after nature is looking after themselves
Offering visitors something interesting to see
Attracting volunteers to the area.
3.
•
•
•
•
•
Environmental impact
Lives of 1500 turtles are saved per year
Respecting environmental laws
Human needs are based on preserving nature
Supervision of nesting beaches.
Conservation of the built environment
Look at examples of how to preserve the built
environment and make use of existing buildings in
area studied.
Student
Activity
23–24
There will be examples in every area illustrating a
change of function of old buildings or pulling them
down after dereliction. Councils/ local enterprise
companies give grants to improve the built
environment, for example making shop fronts more
attractive.
•
•
•
•
•
Get more information from your local enterprise
company.
Students can evaluate conservation schemes in
their own area and the case study area.
Point of quality of life should be raised here to
evaluate how life can become more pleasant for
locals when creating an appealing environment
due to tourism.
Leisure facilities may also be expanded for the
locals.
Writing the news item as an example in the case
study area.
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Outcome 3
Field trip
The visit may fit into a series of visits conducted for all
tourism groups, so plan immediately. If the students
go to an unknown place, common sense will dictate
the programme for the day and how much supervision
needs to be provided at survey points by
accompanying staff.
Field
research pack
for each
student.
Using field trip information
After the trip gather the surveys and pool results.
Make them available to students for writing up their
notes.
Survey for
residents and
visitors where
applicable.
Writing up the report
Students should incorporate the points mentioned
above in a short report. The purpose of the report is
to ensure that the student is able to answer questions
on the impact of travel and tourism activities on a
chosen area or on another area studied.
Centres may wish to let students keep a check-list of
points covering all impacts of travel and tourism on a
community/area/country instead of a short report.
The final aim is that the student can answer questions
on the topic whatever the methods used to achieve
this.
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Outcome 3
Student Activity 1
The impact of travel and tourism activities


Give examples as to what impact travel and tourism has on a destination.
Fill in the boxes below with these examples.
Economic contribution of travel and tourism
Anything connected with money and jobs – income to an area or country and
employment.
Note down general examples:
Social impact of travel and tourism
Its influence on people and how they live.
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Outcome 3
Cultural impact of travel and tourism
Its influence on an area in terms of customs, history, architecture, music and the
arts.
Environmental impact of travel and tourism
Any consequences of visitor numbers to an area and a country


for resources and facilities (physical)
for the natural environment (ecological).
Note down examples:
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Outcome 3
OHT 1
The impact of travel and tourism activities
– An overview
Interactive lecture – glossary of terms:
Economic contribution of travel and tourism
Anything connected with money and jobs –
income to an area or country and impact on
employment.
Social impact of travel and tourism
Its influence on people and how they live.
Cultural impact of travel and tourism
Its influence on an area in terms of customs,
history, architecture, music, arts.
Environmental impact of travel and tourism
Any consequences of visitor numbers to an area
and a country
– the increased use of facilities
– the visitor effect on the natural environment.
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Outcome 3
Student Activity 2
The impact of tourism
1.
2.
3.
4.
5.
Video shorts – watch the TV shorts on the impact of tourism across the
globe. (if video available)
Study the list below and tick the country/place mentioned in the short films.
Add any others.
Draw a line from the country to the topic the shorts are dealing with. Identify
them on a map.
Compare results in class and discuss which impact is positive and which is
negative.
Decide together how a negative impact could be dealt with while still
welcoming visitors.
Country
Impact
USA
TURKEY
ECONOMIC/JOBS
CRETE
KENYA
SCOTLAND
ENVIRONMENTAL
ENGLAND
CYPRUS
SPAIN
SOCIAL
SIERRA LEONE
MEXICO
FRANCE
CULTURAL
ITALY
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Student Activity 2A
(If Centre does not have the FETV video)
Discuss the impact of tourism on worldwide tourist destinations and draw up a
table with examples of different types of impact, i.e. economic, environmental,
social and cultural.
Country
Dubai
Impact
Building works all over Dubai influencing the
environment
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Student Activity 3
Economic impact
Read through the summary of the Edinburgh Visitor survey below.
1.
2.
3.
4.
Highlight the figures in the survey and read it carefully again.
Turn to the version with 10 gaps in the text.
Fill in the gaps without looking at the original copy.
Compare with a partner.
The Edinburgh Visitor Survey: A Summary
A visitor survey was conducted amongst 2000 leisure visitors. A lot of useful
information was gathered and the answers provided figures on the economic
impact on Edinburgh. For example, visitors told interviewers how much they were
spending. On average, domestic visitors and overseas visitors spent around £55
– £70 per day. Leisure tourism expenditure generated £780 million in Edinburgh.
Leisure tourism supports the equivalent of around 17,000 full-time equivalent jobs
in Edinburgh. That generates £186 million of income (wages and profits), which
are retained in Edinburgh.
Not surprisingly, eating out was the most popular evening pursuit, followed by
going to the pub and walking around/general sight-seeing.
A sizeable minority of the visitors said they would do more shopping if the shops
were open longer in the evening. Retail businesses in the centre might find it
worth their while to extend opening hours.
There are 93 tourist attractions in Edinburgh; 32 in the Royal Mile. The most
visited attraction was Edinburgh Castle, followed by the Royal Mile and the
Palace of Holyrood House.
24% visited the National Gallery of Scotland.
42% stayed in hotels or guesthouses.
24% of the visitors stayed with friends and relatives.
Visitors were asked whether walking around would be more enjoyable if there
were more pedestrian areas. Three quarters of visitors did not agree. This
suggests that traffic in Edinburgh is less of a problem.
(Adapted from source: Edinburgh Visitor Survey 96/97 Summary Report)
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The Edinburgh Visitor Survey: A Summary
A visitor survey was conducted among _________________leisure visitors. A lot
of useful information was gathered and the answers provided
figures on the _________________ impact on Edinburgh. For example,
visitors told interviewers how much they were spending. On average,
domestic visitors and_________________visitors spent around
per day. Leisure tourism expenditure generated £780 million in Edinburgh.
Leisure tourism supports the equivalent of around
full-time equivalent jobs in Edinburgh. That generates £186 million of income
(wages and profits), which are retained in Edinburgh.
Not surprisingly, _______________ was the most popular evening pursuit,
followed by going to the pub and walking around/general sight-seeing.
A sizeable minority of visitors said they would do more ____if the shops were
open longer in the evening. Retail businesses in the centre might find it worth
their while to extend opening hours.
There are 93 tourist attractions in Edinburgh; 32 in the Royal Mile. The most
visited attraction was Edinburgh Castle, followed by the Royal Mile and the
Palace of _________________________________________________
24% visited the _____________________________ of Scotland.
42% stayed in hotels or guesthouses.
24% of the visitors stayed with friends and relatives.
Visitors were asked whether walking around would be more enjoyable if there
were more pedestrian areas. Three quarters of visitors did not agree. This
suggests that _________________________in Edinburgh is less of a problem.
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Student Activity 4
The Visitor Survey on Edinburgh states that visitors spend on
average £50–£70 per day.
What would visitors spend the money on?
If visitors stay one night or more, what would be their biggest expense?
Name six items and number them in order of the biggest spend during their visit.
1.
2.
3.
4.
5.
6.
Compare results in class.
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Student Activity 5
Compare the economic impact of tourism in two different countries
Watch the video short on tourism in Sierra Leone (1992) (if available) or one of
the other videos on the impact of tourism.
1.
Write down what economic benefits from tourism are expected in that
country.
2.
Read the handout on Scotland – Tourism Key Facts 1–5 to gain an overall
picture of the economics of tourism.
3.
Compare the statements made in the video with the information in the
handout.
4.
Find at least three areas in which both countries benefit in similar ways
from visitors coming into the country. Start like this:
A
Tourism creates employment in both countries, and in
Scotland _____________________ people work in the industry
B
C
D
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Student Activity 6
Working with information on the impact of tourism on an area
Work on the case study by applying what you learnt from the Edinburgh Survey
and the Key Facts.



Your teacher will supply you with the information you need.
Work with a partner.
Supply as much information as you can.
1.
How many tourists come to this area?
2.
Supply five examples of businesses in this area which make profits from
visitors.
Which ones rely on income from visitors only?
Which businesses provide for locals and visitors alike?
3.
Which area of the economy in this area provides most of the jobs?
4.
What type of visitors come to this area? Tick the appropriate ones and add
others.
Day-trippers
Visiting friends and relatives
Overseas visitors
5.
Holiday makers
Business visitors
Domestic visitors
Why do visitors come to this area?
What is the scenery of the area like?
What attractions (natural and manmade) does the area have?
What range of accommodation?
Which activities?
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Student Activity 7
Employment
The Rothesay Hotel is a small city-centre hotel in Edinburgh. It is open to guests
all-year round. The owner has changed his business due to market demand and
only offers Bed & Scottish Breakfast.
There are many opportunities for guests to eat in one of the restaurants in the
vicinity. A lot of clients come on coach tours from abroad and the groups often
attend a Scottish evening with dinner included. I only employ people on a
permanent basis, although some work part-time; it suits them this way.
Everybody working at reception speaks foreign languages.
Organisational structure of the Rothesay Hotel
General Manager/Owner
Head Receptionist
Head Housekeeper
Breakfast Cook
2 Assistant Receptionists
7 Chamber Staff
2 Kitchen Porters
4 Waiting Staff
Check through the information on the Rothesay Hotel.
Work out the number of people working in the hotel.
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Student Activities 8 and 9
More tourism economics
Activity 8
1.
Read the comment on tourism economics overleaf and highlight the local
people or businesses who benefit from visitor spend.
2.
Produce a list of the people and businesses that make a contribution to the
economy due to tourism.
3.
Use two different coloured highlighter pens. Mark all those who benefit from
a direct contribution in one colour; and those benefitting from an indirect
contribution in a different colour.
4.
Compare results.
Activity 9 Check the meaning of the term ‘tourism multiplier’ in:
The Complete A –Z of Leisure, Travel and Tourism (by R Youell) or other suitable
handbook or dictionary
Make notes on how the tourism multiplier works.
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Outcome 3
The tourism success story
Hamish is working as a guide in a Highland distillery during his summer vacation.
He has just completed his first year at University studying economics. We asked
what Hamish had to say about tourism in his area. Here is his answer:
Let’s face it, the visitors to our area bring in quite a lot of money. They are buying
whisky in the shop to take home and if they like it they will buy more there. That
keeps my father in a job…he works in the distillery and it pays his wages.
For me it is a great seasonal job and I give my mum some money for feeding me.
She buys the food in a big supermarket. The tourists in the self-catering chalets
up the road do their shopping there too. I reckon there are about 1000 folk who
stay in that compound during the season.
The supermarket actually takes on extra staff in the summer months. My aunt
works at one of the tills during the season. With these extra earnings she has had
her house done up. The local tradesmen did the job for her. They also work on
maintenance on the local hotel.
I spend some of my wage in the pub when meeting my pals. Sometimes I save
up for a holiday in Tenerife in the winter, which I book in the travel agent’s round
the corner. My cousin runs it. He earns a commission on bookings, which mount
up to a salary. That feeds his wife and his daughter. And where does his wife do
her shopping? In the supermarket.
And so it goes on. In my economics classes I learnt that this is called the tourism
multiplier, but it was only when I came back home in June that I realised how it
actually works for us here.
Thank you, Hamish.
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Outcome 3
Economic impact and employment
The Tourism Multiplier Game (oral)
One person in the class starts off the story. It could be yourself working in a hotel
or shop where your customers are tourists, or your teacher, who makes part of
his money by training you to work in tourism.
Everyone adds a bit to the story about how the money is spent and who gains
from it and so on.
Use your local knowledge of businesses.
Or
Make up a similar story on the area of the case study. Refer to your notes on
businesses making money from tourism.
Imagine being one of the employees. If you have information on a new
development, like the construction of an hotel, bring in local tradesmen, builders
and the furnishing company who all make money by supplying to the tourist
development.
What do they spend their money on?
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Student Activity 11
Tourism economics – Tourism balance of payments
Scotland and Spain earn money through tourism activities.
Tourists take money from their own country to spend in the destination. The
tourism industry earns money for a country in general. Individual visitors from
abroad spend money during their stay and when the spend of all visitors is
summed up together it is called the tourism balance of a country.
Compare the visitor spend of the Mackinnon family with that of Julio and Dolores.
Case 1 – Outbound to Spain
The Mackinnon family is holidaying in Palma Nova on Mallorca. Here is a list
what they spend their money on:
We exchange Pounds Sterling from our bank account into Euros in Scotland.
Once in Palma Nova we go out for meals.
We pay entrance to night clubs.
We buy drinks and ice creams in local bars.
We buy souvenirs and T-shirts or other clothes.
We buy food in the local supermarket for picnics.
We use local transport to get to Palma de Mallorca, the capital.
We spent
£600 in cash
Our Visa account showed
£350
Total spend
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Case 2 – Inbound to Scotland
Julio – a computer specialist – and Dolores – his wife – spent their honeymoon in
Scotland. Here is a list of items they spent their money on.
We exchanged Euros into Pounds Sterling at our bank in Spain.
We paid petrol for the hired car touring round Scotland.
We went to a great concert in the SECC in Glasgow.
We stayed in wonderful country hotels.
We ate in posh restaurants in the evening.
I bought some quality cashmere designer clothes at Jenners in Edinburgh.
We bought some bottles of special malt whisky at a distillery.
A lot of money went on entrances to sites and castles we visited.
To find our way around we needed a good touring map and a guide book.
The weather was great so we bought a bikini and swimming trunks in M & S.
We like hill walking and bought some good outdoor wear in Braemar.
We spent
£400 in cash
Our Visa account showed
£2800
Total spend
How could the spending of these two visitor groups influence the tourism balance
of the country they are visiting?
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Student Activity 12
Tourism economics – Balance of payments
1.
There are other factors that influence the so-called tourism balance of a
country. Here are some more facts that might help you to come to a
conclusion about how a country benefits from visitor numbers from abroad.
A
Scotland welcomes around 63,000 visitors from Spain each year. Some
visit friends and relatives. Many are back-packers.
They often come by private car.
In 2003 they spent £28 million in Scotland.
B
Far greater numbers of Scots visit Spain on a package holiday. Some
hire cars as part of their package.
Try to find out how much Scots spend in Spain annually on package
holidays.
Discuss


How would these factors influence the tourism balance of each country?
Which country might end up with a negative balance of payments as large
numbers of her citizens take money out of the country to spend in a foreign
destination?
2. Use the Key Facts handouts (Handouts 3, 4 and 5) and the information below.
Radio News April 99
The Scottish Tourist Board has just released figures that the Scots as holidaymakers contributed only £550,000 to the Scottish economy.
We need to encourage more Scots to spend their holiday in Scotland.
Describe the effects on the Scottish tourism balance and the Spanish tourism
balance if more Scots spent a holiday in Scotland.
1.
2.
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Outcome 3
Answers to Activity 12
Describe the effects on the Scottish tourism balance and the Spanish tourism
balance if more Scots spent a holiday in Scotland.
1.
Scottish Balance of Payments – People would spend more money at home
and this would make the balance of payments rise and help the country.
2.
People would not take their money out of the country, and this would
reduce the Spanish Balance of Payments.
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Student Activity 13 and 14
Tourism developments in other countries
Activity 13 (if the FETV video is available)
Watch the video.
1.
Make notes on the benefit of tourism from an official’s viewpoint in terms of
tourism developments.
2.
The official mentions the earnings from foreign tourism. Discuss whether
the tourism balance will be positive or negative.
Activity 14
What are the comments in the video about new developments? Note them down.
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Outcome 3
Student Activity 15
Tourism developments in Scotland
Think of your own area or the area you are investigating. Pool your knowledge in
the class.

Are any new hotels or Travel Inn type accommodation being built?

Are more flights available for extended access to Scotland?

Are there any developments to open new rail links?

Are there any new visitor centres to attract visitors?

Are there any new activities available for tourists?

Are there new cafes or craft shops?

Is there a new health-and-fitness club in a hotel for guests and members?

Are there new cycle tracks in your area?

Which of these could be enjoyed by locals and visitors?
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Outcome 3
Student Activity 16
College survey
Edinburgh students designed and used a survey to find out what the local
residents’ reactions were to the impact of tourism on their area.
They asked 100 relatives, teachers and friends. The sum of the replies is given
below and overleaf. Some residents made comments, which are listed.
1.
Read the results of the survey conducted with Edinburgh residents.
2.
Watch the video on the impact of tourism on Muslims in Turkey (if the video
is available).
3.
Discuss the social and cultural impact of tourism in Edinburgh, Turkey and
your own area.
Survey conducted with Edinburgh residents
1.
Do you think tourism benefits Edinburgh economically and job-wise?
Yes – 80
No – 20
2.
Do you think tourism has a negative impact on Edinburgh?
Yes – 10
No – 90
3.
Do you think that council measures like traffic calming improve the city
centre for residents and visitors alike?
Yes – 50
No – 50
4.
Do you participate in cultural activities like the Festival or the Hogmanay
party?
Yes – 75
No – 25
5.
Do you think tourism developments or conservation measures improve the
quality of life for residents?
Yes – 80
No – 20
6.
Do you welcome the amount of visitors who come to Edinburgh?
Yes – 85
No – 15
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Some residents’ comments:
1.
The papers said 400,000 people visited Edinburgh during the festival this
year. There were tourists everywhere; double the amount of people in the
city. Simply too many!
2.
The visitors my age love the nightlife and you meet students from abroad in
plays and clubs during the festival. They love Scotland and the music scene
here. I made some friends from Germany who I will go and see next
summer.
3.
There are no parking spaces during the season and even less now with the
traffic-calming measures.
4.
Hogmanay last year in Edinburgh – great stuff! Good bands in the centre.
Mega amounts of people partying.
5.
My children both work in hotels; the training is good and they enjoy working
with people. I hope there will be even more career opportunities for them in
the two new hotels in the centre. My mum is a volunteer guide for the
National Trust. Working with visitors keeps her busy and interested.
6.
Everybody I know has friends and relatives staying in the summer. My son
studies tourism and says they count as tourists as well. We take them trips
to visit places and we get to see castles as well. We often visit them in the
States. They take us to see the local sights.
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Student Activity 17
Case study work on survey (if time is available)
The teacher will give you a Survey, which should be conducted amongst
residents for the case study.
–
Plan by using a local map of the area to identify good places for conducting
this survey.
–
How many residents do you want to interview? Remember you will be busy
investigating other aspects during your visit.
–
Decide where to conduct your questionnaire.
–
Decide on good places to catch the visitors for a visitor survey, which the
teacher will give you.
Or
–
Use the figures for this area to give you an idea of visitors’ opinions about
the area.
–
Suggest some possible new tourism developments that could rectify
negative opinions about the area.
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Student Activity 18
Tourism and environment (physical; ecological)
Prepare for a discussion on how the negative impact of tourism on the
environment can be diminished or reversed.
–
Watch video short on Loch Lomond (if the video is available).
–
Read the text below:
News item on Radio Scotland May 2004
Lottery funding has been granted to build and maintain a footpath on one of
Scotland’s most popular mountains.
Stac Pollaidh in Wester Ross has 30,000 visitors a year. The erosion caused by
overuse will be halted by repairing the footpath. The project will also include
replanting trees and plants along the path to ensure regeneration of plant life…
–
Discuss.
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Student Activity 19
Tourism and environment (social; physical; ecological) in the area of the
case study.
Look at information on the area of your case study.
1.
Name types of tourism activities that are enjoyed in the area.
2.
Identify measures that regulate the use of the area. For example, are there:








Sign-posted walks?
Designated cycle routes?
Named walkways?
Traffic-calming measures in the town?
Bird sanctuaries with observation stands?
Organised wildlife safaris (Kenya)?
Guided mountain walks?
Non-intrusive measures regulating visitor numbers?
3.







Identify social interaction between visitors and locals. For example:
Genuine participation in local culture
Festivals
Highland games
Finding out about use of Gaelic through bilingual signs
Live music events
Ceilidhs
Language schools.
Discuss findings with the class.
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Student Activity 20
Green tourism is big business
Read Handout 1 on the ‘Green Tourism Business Scheme for Scotland’.
1.
Go through the list of environmental improvements of the Beauly
Guesthouse on the next page.
2.
Work with the list of improvements and use the box below to match the
number to the correct area of environmental concern.
Some numbers are supplied as examples; you have to complete the list.
3.
4.
Compare your results with a partner.
Discuss in class why the Beauly Guesthouse deserves the Gold Award.
Environmental concern
Number
Waste
1, 10, 13
Energy
Water and Effluents
Suppliers and sub-contractors
Staff
Storage
Communication with visitors
Noise
15
Wildlife opportunities
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Outcome 3
The Beauly Guesthouse success story
At the launch of the Green Tourism Business Scheme, the proud owner of the
guesthouse describes how staff and management have adapted their business to
become green.
Advantages to the business: more income – less expenses. Appreciative
and co-operative guests.
Here is the list of improvements:
1.
We compost waste and recycle when redecorating and during repairs.
2.
We have adapted light fittings with sensors and use timer switches.
3.
We have installed a time clock on the water heater.
4.
The airing cupboards are now drying areas.
5.
Showers now replace baths.
6.
We installed towel rails over radiators in the guest rooms.
7.
Food storage has been improved.
8.
Guests can opt for using towels over several days.
9.
The laundry service we use has an energy saving scheme as well.
10. We encourage our guests to use local transport on visits or to walk.
11. We ask guests to lay aside newspapers for special disposal.
12. Used brochures are kept for the next guests.
13. The local nursery uses our regular supply of boxes and cartons.
14. We only deal with builders and suppliers with a reputation for recycling.
15. We have reduced noise through installing double-glazing.
16. Guest can watch birds from the new conservatory – our breakfast room.
17. We plant native species in the garden.
18. We encourage visits to dolphin cruises, wildlife parks or nature trails.
19. We have a non-smoking policy to conserve fabrics in the house.
20. We use e-mail to reduce paper waste.
21. We train the staff to be environmentally conscious.
22. Our promotion with a green aim is successful with clients.
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Outcome 3
Student Activity 21
The Green Tourism Business Scheme covers visitor attractions and holiday parks
in addition to serviced and self-catering accommodation. The scheme has
already over 500 members in the UK and is aiming to achieve more members in
the near future. It is a VisitScotland accreditation scheme.
More info: www.greentourism.org.uk
E-mail: enquiry@greentourism.org.uk
Quest:
1.
Check the website for further information about green tourism.
2.
Write e-mails to request updates on green tourism businesses in Scotland.
3.
Find a Green Tourism Scheme plaque displayed on a local tourism
business or a similar enterprise in your area.
4.
Identify a green tourism business in the area you are investigating.
Alternative:
If you investigate a foreign destination, you may find similar attempts at
contributing to the protection of the environment (e.g. using local produce in
restaurants, cleaning beaches, involving tourism businesses in promoting
understanding of local culture). Make a list of these.
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Outcome 3
Student Activity 22
Eco-tourism in Mexico
Read the article on the impact of tourism on Manzunte (Handout 2). Number the
comments made in the article according to the kind of impact the Turtle Centre
had for Manzunte. Use numbers 1, 2, 3 as below.
1.
Economic impact
2.
Social and cultural impact
3.
Environmental impact
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Outcome 3
Student Activity 23
Identify conservation examples in the area of the case study.
Write a short news item on one of them.
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What is the Green Tourism Business Scheme (GTBS)?
It helps businesses to benefit by becoming more environmentally friendly. Some
advantages are:



More from less! More savings by using less energy and water and
generating less waste.
More ‘green-minded’ visitors attracted to your business.
Improve your image and do your bit for the environment and for the next
generation.
GTBS looks at these areas when assessing a business for the award:
Waste
Energy
Water and effluents
Suppliers and sub-contractors
Staff
Communication with visitors
Storage
Noise
Wildlife opportunities
There are three standards that businesses can choose to aim for:
Bronze – Silver – Gold
This is the plaque
(Source: VisitScotland, with kind permission.)
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Outcome 3
Handout 2
Turtle Poachers Turn Ga me keepers
New centre hopes to promote conservation through
eco-tourism
By Olaf Furniss
Four years ago in the tiny hamlet of
employed in the processing, transport and
Manzunte on the Pacific coast of Oaxaca,
fishing side of things.
up to 1500 turtles were clubbed to death
by a team of eight men. Now the poachers
have turned gamekeepers and the turtle
slaughterhouse has made way for the
Mexican Turtle Centre with the same men
employed to protect the turtles.
‘Almost all the 30 staff at the centre are
locals, although some of the biologists
and vets come from other parts of Mexico.
While most people in the area welcomed
the new employer, the centre was only
established after a year of campaigning by
The facility was established by
marine biologists and conservationists.’
presidential decree in 1991, a year after
Mexico outlawed turtle fishing. Initially
the intention was to study the habits of
the turtle with a view to finding the best
conservation methods. However, it was
not long before the centre took wider
objectives on board.
‘We decided the centre could also be
turned into a type of living museum where
Now the only threat to the turtles are the
sharks. Some turtle fishermen have turned
to fishing sharks and the sharks could
soon face the same fate as the turtles.
Unfortunately people are more interested
in protecting turtles than sharks, but
Vasconcelos hopes that the turtle centre
will mark the beginning of a change in
attitude towards the environment:
people can come and learn about turtles,’
explained its director, Javier Vasconcelos.
‘We hope that the visitor centre will help
to pay for the research side of things.
Financial independence is our ultimate
goal.’
The centre, the first of its kind in Mexico,
is also an example of eco-tourism, whereby
local communities attract visitors and
income through environmentally-friendly
projects. Vasconcelos is keen to point out
that the local population was an important
concern when the facility was conceived:
‘Humans must live in harmony with nature.
Of course there has to be a will to make it
happen, but I believe it can be done. To
look after nature is to look after
ourselves.’
The Mexican Turtle Centre is open from 10
a.m. to 4 p.m. There are two outdoor
viewing pools and an aquarium containing
twelve different species of turtles. Some
guides speak English and the tour
includes a video and exhibition. The
centre also administers three conservation
camps for supervising nesting beaches
‘When the slaughterhouse closed, many
people had their livelihoods taken away
from them. We had to develop an
alternative, not just for the people
and releasing turtles into the wild. The
camps take on volunteers. Interested
parties should contact Javier Vasconcelos
at .................
(Source: Mexico City Times 1992 with permission of author.) Although this article
was published in 1992, it illustrates points relevant to this outcome.
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Outcome 3
Handout 3
Tourism Key Facts 1 Scotland – 2003 figures
Tourism expenditure in Scotland totalled £4.4 bn in 2003 having grown
substantially since 1997 (£2.6 bn).
High proportion of tourism spend – £3.1bn (about 70%) – comes from
outwith Scotland.



£839 m of the £4.4 bn (19%) comes from overseas tourists.
£2.2 bn (50%) comes from British tourists living outwith Scotland.
£555 m (12.6%) comes from Scottish tourists.
–
The UK accounts for 91% of tourist trips to Scotland.
–
Overseas tourism accounts for 9% of tourism trips to Scotland.
–
72% of overseas trips are taken in April–September.
–
The USA is our biggest overseas market, accounting for 26% of the
overseas trips.
–
82% of overseas visitors who come to Scotland arrive in the UK by air
and 65% of UK visitors come by car.
–
Overseas tourists stay an average of 9.3 nights, Scottish tourists an
average of 3.0 nights and English tourists an average of 4.2 nights.
–
Average spend per night is £56 for overseas tourists and £61 for
English tourists.
–
The most popular destinations, for both overseas and UK tourists, are
the Highlands, Edinburgh and Glasgow.
–
A total of 37.9 million visits were made to Scottish visitor attractions in
2003.
–
An estimated 200,000 people were employed in tourism-related
industries in Scotland.
(Source: VisitScotland Tourism in Scotland statistics from scotexchange.net)
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Outcome 3
Handout 4
Tourism Key Facts 2 Scotland
1.
Tourism is the fourth biggest employer in Scotland after manufacturing,
wholesale/retail and health/social work.
2.
Jobs in tourism and tourism-related industries total 200,000, around
9% of the total workforce. Tourism pays the wages of more people than the
oil, gas and whisky industries combined and employs over four times more
than agriculture/fishing.
(Source: VisitScotland)
3.
The aim for Scotland is to have a 50% increase in Tourism into Scotland
over the next 10 years.
4.
Many tourism businesses are small businesses that employ a few
people only. The industry is labour intensive, therefore employs large
numbers of people in the country.

The World Famous Old Blacksmith’s Shop Centre, Gretna Green, is the
most popular attraction with free admission, attracting over 715,000 visitors
in 2003.
(Source: VisitScotland)

Edinburgh Castle is the most popular attraction with paid admission,
attracting 1.2m visitors in 2003. (Source: VisitScotland)
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Outcome 3
Tourism Key Facts 3
1. Top World Destinations
The world’s 10 leading tourism destinations by country (international tourist
arrivals in ’000s). These figures exclude same-day visitors.
Rank in
2002
Country
Arrivals(million)
2001
Percentage
change
2001/2002
2002 market
share
2002
1
2
3
4
5
6
7
France
Spain
United States
Italy
China
United Kingdom
Canada
76.5
49.5
45.5
39.1
33.2
22.8
19.7
77.0
51.7
41.9
39.8
36.8
24.2
20.1
2.4%
3.3%
–6.7%
0.6%
11.0%
5.9%
1.9%
11.0%
7.4%
6.0%
5.7%
5.2%
3.4%
2.9%
8
9
10
Mexico
Austria
Germany
19.8
18.2
17.9
19.7
18.6
18.0
–0.7%
2.4%
0.6%
8%
2.8%
2.6%
(Source: Website www.infoplease.com)
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Outcome 3
Handout 6
The Balance of Payments and the Travel Account of a Country
This works like a bank current account, with which most people manage their
financial affairs. The current account is credited with what goes in and debited
with what is taken out. We usually receive a monthly statement of transactions,
which shows the difference between what has gone in and out; this difference is
the balance.
The travel account of a country shows the revenue earned from
incoming/overseas travellers to this country. It also shows what the country’s
residents spend abroad on holiday or business travel.
The Tourism (Travel) Balance is the difference between the two and can be
negative or positive.
1998 was a year in which the £ Sterling was a strong currency. This meant that
lots of overseas tourists would not get as much for their own currency when
buying tourism services in Britain. That meant fewer visitors. Visitor numbers
affect the travel account, which might show a negative balance if lots of British
tourists still went abroad on holiday.
Tourism is a revenue earner for a country and many governments recognise its
development potential and help to fund new tourism developments to attract
more foreign visitors to their country to improve their general balance of payment.
For example in Activity 11 an example of how the travel balance of Scotland
would be affected is shown below:
The Spanish family spent £3200 in Scotland. This would mean that Scotland
would be +£3200 in the travel balance
but
the Scottish family spent £950 in Spain. This meant that Scotland’s travel
balance would be –£950.
Overall, therefore Scotland’s travel balance would be +£2250 and Spain’s travel
balance would be –£2250.
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APPENDICES
Appendix 1
Student guide
Introduction to Travel and Tourism
Teacher/Tutor:
I may be contacted outwith class at the following times:
in Room
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Unit title: Travel and Tourism – An Introduction
What is the unit about?
This is an introductory Unit designed to develop your awareness of the role and
impact of travel and tourism. It introduces basic essential knowledge and
understanding required for the travel and tourism industry, including initial studies
on the growth of travel and holidays, economic benefits and environmental
issues.
Your tutor will tell you more about the detail of the Unit.
How will my work be assessed?
You will be assessed by your tutor to enable you to demonstrate that you know
about the topics covered in each of the outcomes shown on the next page.
More details of the assessment are provided on the next page.
Help!
Always make sure that you understand what is required in coursework and
assessment before you undertake the task. If you are not sure, ask your tutor.
Details of where and when you can contact your tutor to discuss your progress or
any difficulties outwith class time are shown on the front of this guide.
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The whole unit is tested by a set of questions covering all three outcomes.
You must score 50% in the assessment in order to achieve the unit.
Outcomes
Assessment details
Outcome 1
Explain the concept of
travel and tourism and
associated industry terms.
Short-answer or restricted-response
questions
Outcome 2
Describe the main
developments in the
travel and tourism
industry.
Outcome 3
Describe the impact of
travel and tourism
activities.
Reassessment
This is a ‘closed-book’ assessment (i.e. you
have no access to notes) in which you
have to answer questions giving short
written responses.
If you do not manage to pass an
assessment task first time, you will be able
to resit. A completely new assessment will
be set. Before any reassessment your
tutor will discuss with you the areas that
you were unsure about.
Case Study – this is not the assessment but a short study of an area which will aid
answering the questions for assessment.
You will assess the impact of tourism by means of a case study on a selected
destination. This can either be based on material resources or on a field visit. The
case study covers Outcome 3.
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Outline schedule of work and assessments
This unit lasts for about 40 hours. The schedule below is for guidance only and
times spent on particular topics may vary.
Hours
Outcome
Key content
1–12
Outcome 1
•
•
•
•
•
13–22
Outcome 2
• The history of travel and tourism: main
developments and reasons for growth
• Trends in travel and tourism
• Employment patterns
23–36
Outcome 3
• The effects of tourism on the economy
of destinations
• The effects of tourism on the society
and culture of destinations
• The effects of tourism on the
environment
• Visits, field work/desk research
• Independent work with tutor support
• Writing up short report on area; or
you may have collected enough
through doing tasks in unit
36–40
Remediation
• Retesting, resubmissions and analysing
results
© Learning and Teaching Scotland
Introduction to the unit
Tourism and tourists
The travel and tourism product
Definitions
Tourism in Scotland
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Industry visits and speakers
Visits to tourism businesses are a valuable way of linking what you are learning in
the classroom to actual practice in the industry. We are fortunate to have
contacts who are willing to share their expertise with you, and our visits to them,
or their talks to you, will concentrate on aspects of their work which are directly
relevant to this unit.
This year our visits/speakers are:
1.
(insert attraction/services/speaker) on ( Date )
2.
(insert attraction/services/speaker) on ( Date )
Details of the specific objectives and tasks associated with the visit will be issued
and discussed in class.
Note
These businesses have kindly agreed to co-operate with us as a tourism
education initiative. Your responsibility is to demonstrate your enthusiasm by
preparing well for visits, and by showing interest and courtesy to speakers and to
the staff and management of attractions or other service providers who are
welcoming you to their workplace.
This is part of a Scotland-wide collaboration between industry and education to
raise awareness of how the tourism industry works. The continued co-operation
of businesses such as those we are going to visit, or who are coming here to
speak to you, will largely depend on the conduct and commitment of the students
who participate.
In the future you might even apply for a job with one of these businesses, and
remember:
You never get a second chance to make a first impression!
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Appendix 2
Contact addresses
VisitScotland (Headquarters)
In addition to VisitScotland,
there are 14 area networks
from 1 April 2005.
All information for VisitScotland
and area networks is on
scotexchange.net
Ocean Point One
94 Ocean Drive
Edinburgh
EH6 6JH
Tel: 0131 472 2222
Fax: 0131 472 2250
Website: www.visitscotland.com
VisitScotland (booking service,
information and brochure requests)
Fairways Business Park
Deer Park Avenue
Livingston
EH54 8AF
Tel No 01506 832100
Thistle House
Beechwood Park North
Inverness IV2 3ED
Tel: 01463 716 996
Fax: 01463 717299
Website: www.holiday.scotland.net
VisitBritain
Thames Tower
Black’s Road
London
W6 9EL
Tel: 0181 563 3222
Fax: 0181 563 3153
Website: www.visitbritain.com
Association of Scottish Visitor
Attractions
Argyll’s Lodging
Castle Wynd
Stirling
FK8 1EG
Tel 01786 475152
Fax 01786 474288
e-mail: info@asva.co.uk
Website: www.asva.co.uk
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Springboard Scotland
c/o GCFT
230 Cathedral Street
Glasgow
G1 2TG
Tel: 0141 552 5554
Fax: 0141 552 9991
Website: www.springboarduk.org.uk
e-mail:
info. scotland @springboarduk. org.uk
Tourism Concern
Stapleton House
277-281 Holloway Road
London
NE7 8HN
Tel: 020 753 3330
Fax: 020 753 3331
Website: www.tourismconcern.org.uk
e-mail: info@tourismconcern.org.uk
Lake District National Park
Authority
Education Service
Brockhole
Windermere
LA23 1LJ
Tel: 015394 40800
Website: www.lake-district.gov.uk
e-mail:
education@lake-district.gov.uk
Scottish Enterprise
5 Atlantic Quay
150 Broomielaw
Glasgow G2 8LU
Tel: 0141 248 2700
Fax: 0141 248 2319
Website:
www. scottish-enterprise. com
e-mail:
network-helpline@scotent.co.uk
Highlands and Islands
Enterprise
Cowan House
Inverness Retail Business Park
Inverness
IV2 7GF
Tel: 01463 234171
Fax: 01463 244469
Website: www.hie.co.uk
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Historic Scotland
Longmore House
Salisbury Place
Edinburgh
EH9 1SH
Tel: 0131 668 8600
Website:
www. historic-scotland.gov. uk
Scottish Natural Heritage
12 Hope Place
Edinburgh
EH9 2AS
Website: www.snh.org.uk
e-mail: enquiries@snh.gov.uk
Scottish Education Business
Partnership Network
Website: www.nebpn.org/
for complete listings
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Appendix 3
Using industry visits
Example
Visit type: Historic house
Visit organisation
Students can be involved in planning and arranging the visit.
The amount of student involvement will depend on time available, the objectives
of the activity and the level of skill of the student. It could be anything from simply
selecting a suitable attraction to making all the arrangements; in the latter case
student participation should be supervised.
Such an approach has the potential to promote the development of oral
communication, and to provide the opportunity for direct contact with industry
practitioners in a business context.
Even where students are not directly in contact with the attraction to book the
visit, it can be used to develop awareness of factors specific to arranging group
visits, e.g. group rates, maximum group sizes, time planning, etc.
Teacher/tutor preparation
Brief to attraction to inform students of visit objectives and agree format.
Internal admin.
Student guidance
Preparation of student worksheets – pro forma.
It is very important that the attraction is properly briefed – a site visit is a good
idea if you can manage it beforehand.
Student preparation
Informal research into the visit venue – attraction type, location, directions,
historic/architectural background, facilities, etc.
Promotes development of oral communication of information obtained by
individual reading. Prepares students to then be able to relate visit to research
and to gain maximum benefit from the visit itself.
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Pre- or post-tour talk
Post-tour talk could be by the site’s Administrator or Marketing Manager.
Provides input on what a visitor attraction provides for day visitors, corporate,
incentive, conference and other visitors, its type of business, recent trends, etc.
The focus of the visit could be combined with the Business Practices unit to
examine how it promotes itself and what uses it makes of IT.
Through careful management of the pre-visit contact with the attraction, the talk
can be tailor-made to suit any specific aspect of courses. The end result is a
much more rounded view of the overall operations of historic homes as visitor
attractions, conference, incentive and meeting venues, special events venues,
etc.
Classroom follow-up
Tailored to units being studied in this case. In the case of this unit, follow-up may
include:






reporting on facilities and services provided
drawing up a consumer profile or list of user groups
evaluating promotional techniques used and materials produced by the
attraction
discussion of the ways in which attractions generate income apart from
through visitor entrance charges
green tourism initiatives
impact of tourism.
These post-visit activities can be used to effectively consolidate learning and
promote transferability of knowledge in different contexts.
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Pre-visit planning
Establish objectives
 Select suitable site for visit
 Initial contact to agree rates, dates, times, objectives
 Written confirmation and brief including student worksheets and group
profile, i.e. age, level
 Organise transport if necessary
 Complete institution procedures for field trips
 Prepare worksheets
 Brief students
 Issue pre-visit tasks
 Discussion of issues such as dress, visitor behaviour, industry standards
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Visit contact sheet (for teacher use)
Unit:
Class group:
Visit to:
Tel:
Address:
Fax:
Contact name:
Date of booking:
Department:
Date of visit:
Time of arrival:
Duration of visit:
Estimated numbers:
Visit objectives:
Requirements:
Tour
Guided
Activity
Details:
Talk
Theme:
Free
Other:
Cost
Materials requested
How to get there:
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Participant list
Visit to:
Date:
Meet:
at:
How to get there:
Details of visit:
Participants:
1
2
15
16
3
17
4
18
5
19
6
20
7
21
8
22
9
23
10
24
11
25
12
26
13
27
14
28
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Introduction to Travel and Tourism/
Business Practices in Travel and Tourism
Investigation visit record
Visit to:
Date:
Operated by:
Type of business:
Opening hours:
Rates:
Facilities and services provided:
Who are the users/customers?
(e.g. domestic/overseas; leisure/business travellers; holidaymakers/day
trippers/local residents; groups or individuals; other specific market
segments)
How is the business/ service promoted to the target market?
What use is made of IT in the business (front / back office uses)?
Can information about the business/service be accessed direct by the
customer using IT, e.g. via the Internet?
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Post-visit follow-up – Business Practices in Travel and Tourism
Promotion: Identification and Evaluation
Identify the types of promotion undertaken by the organisation under
the two categories:
Above the line
Below the line
Purpose:
Target market:
Appropriate to target market? (Give reasons)
Distribution channels used and their appropriateness.
Length (e.g. too long, too
short/too much/too little text)
Clarity (e.g. layout, type size and
style)
Visual impact/attractiveness
Sells benefits?
AIDA?
Location of print/information
display?
Any other comments/suggestions for improving the effectiveness of
promotion.
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