Wellsway School
BTEC First Certificate
Travel and Tourism
UNIT 1
The Travel and
Tourism Industry
Learning Outcomes
On completion of this unit the learner should:
1. Understand the concept of the UK travel and Tourism Industry
2. Know the roles and relationships between different organisations within
the UK Travel and Tourism Industry
3. Understand the development of the UK Travel and Tourism Industry
4. Understand the impact of legislation and other issues on the UK Travel
and Tourism Industry
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Scenario
You have been working in a small but busy travel agent in Bristol for six
months. Next week a student from a local school will be joining you for a
week’s worth of work experience. You have been asked to put together an
induction booklet which will help the student to understand more about the UK
travel industry. To do this you need to complete the following tasks.
Final Submission date: Thursday 31st January 2009
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Task 1: Describe the main reasons why people travel, giving different types
of tourism exams for each reason (P1).
A. Write a brief introduction about the UK Travel and Tourism Industry.
Include any useful statistics you can find and define key terms like
Travel and Tourism.
B. Describe the main reasons why people travel. Then prepare a ‘Travel
and Tourism Solutions’ section in your booklet to assist the student
making suggestions for travel methods and destinations (three in total)
for the following different customers:
o
o
o
o
o
o
o
o
o
A business traveller
An over 60s couple
A family looking for a package deal
An independent traveller
Two friends looking for short city weekend breaks
A middle aged couple who want to travel on a long cruise
A 25 year old male looking for an adventure holiday
A family looking for an activity break
A 25 year old female looking for an extreme sports/risk
experience
o A student visiting a friend in the UK
o A teacher looking for an educational experience for her students
o Pick three of these and say if it is Domestic, Inbound or
Outbound tourism (you need one example of each)
Helpful Hints
o A good way to organise this is by grouping the customers with
their travel methods and destinations under the reason for their
travel
o The main ways to travel are by coach, car rental, own car tours,
train and plane
o Give real examples if you can (e.g. company names, departure
times etc.)
o Remember to include lots of pictures to illustrate your work
Submission date: Tuesday 30th September 2008
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Task 2: Describe the roles of different types of organisations in the Travel
and Tourism industry (P2).

Suggested Approach:
A. Put the title ‘Organisations that operate in the Travel and Tourism
Industry’
B. Mention that these organisations can be grouped into the following four
categories:
i. Domestic Organisations (tour operators; transport
providers (rail, air, road); accommodation (Youth Hostels,
self-catering, serviced accommodation, hotels); visitor
attractions (heritage, natural, built).
ii. Inbound Organisations (tour operators; coach operators;
guiding services)
iii. Outbound Organisations (tour operators; travel agents
(multiples, independents, online); transport (ferries, rail,
airlines); car hire)
iv. Organisations that support the UK Travel and Tourism
Industry (tourist boards (national and regional); trade
associations; regulatory bodies)
C. Describe what each type of tourism caters for.
For example: Domestic tourism organisations cater for those travelling
within their own country.
Mention that iv. is different as these organisations support the whole
industry and are not specific to any type in particular
D. Look at each category in turn and describe what organisations operate
in it. Then describe:
i.
ii.
iii.
iv.
v.
Their aims and objectives
Their roles
Examples of organisations operating in that sector
Their products and services
Which sector they operate in and why
(public/private/voluntary)
Submission date: Monday 3rd November 2008
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Task 3: Identify three examples of relationships between sectors of the
industry (P3). Explain the relationships – how do they work and why are they
important (M1)?
In order to show the student how the travel and tourism industry is structured,
your line manager has asked you to prepare a Microsoft PowerPoint
presentation which explains and gives examples of relationships between the
following:
Where organisations work together:
 Tour operators and travel agents
 Attractions and transport operators
 Transport operators and tour operators
Where there is common ownership:
 Tour operators and travel agents
 Transport operators and tour operators
Where there is a relationship between sectors:
 Private sector and public sector
 Private sector and voluntary sector
Submission date: Wednesday 26th November 2008
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Task 4: Describe how the travel and tourism industry has developed in the
Tour Operator and Travel Agency sectors (P4).
Your line manager has asked you to demonstrate to the student, how the
travel and tourism industry has developed. Prepare a professional display for
the travel shop, using both pictures and writing, which covers the following
points:






Development of package holidays (early developments e.g. Thomas
Cook; growth of mass market; specialist holidays e.g. all inclusive)
Development of travel agents (growth of multiples; products and
services offered)
Developments in the airline industry (aircraft technology; flight products
and services e.g. three class system; growth of low cost airlines;
growth of airports)
Developments in transport (rail transport (impacts of privatisation,
Channel Tunnel); sea transport (car ferries, hovercraft, high-speed
ferries)
Developments in technology (e.g computer reservation systems,
teletext, internet, call centres)
Horizontal and vertical integration (horizontal examples e.g. mergers
between 2 travel agents; vertical examples e.g. mergers of airlines and
tour operators; reasons for integration)
Submission date: Monday 5th January 2009
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Task 5: Describe the key changes in tourism habits since 1945 (P5). Select
two major developments (either in tourism habits or tourism developments)
and analyse their impact on travel and tourism organisations (M2).
Evaluate how changing tourism habits have affected the structure of the
travel and tourism industry over the last century (D1).
A. Describe the changes in tourism habits since 1945, paying special
attention to:
i.
ii.
iii.
iv.
v.
vi.
vii.
Development of purpose built resorts
Decline of seaside resorts
Development of themed destinations
Changing fashion for day trips
Sports tourism
Short breaks
Accessibility to the countryside
B. Either chose two of the tourism habits from above or two of the tourism
developments you wrote about in task 4 and analyse the effect they
have had on travel and tourism organisations.
C. Evaluate how changing tourism habits have influenced the structure of
the travel and tourism industry.
Submission date: Monday 19th January 2009
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Task 6: Describe two pieces of legislation and two issues that have affected
the travel and industry since 1945 tourism (P6) and explain their effect (M3).
Select two further issues that have affected the industry in the last 10 years
and evaluate how the industry has responded to them (D2).
A. Prepare a short guide which explains the legislation affecting the
following areas:
i.
ii.
iii.
iv.
v.
vi.
vii.
Annual leave entitlement
Access to the countryside
Tourism development
Aviation regulations
Package holidays and tours
Disability
Consumer
B. Prepare a PEST analysis of issues that have affected the travel and
tourism industry since 1945 and evaluate how organisations have
responded to those issues in the last ten years.
You should refer to the following issues:
i. Economic e.g. collapse of airlines, disposable income
levels
ii. Political e.g. EU initiatives, availability of visas
iii. Major incidents e.g. war, terrorism, natural disasters.
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Submission date: Friday 30th January 2009
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Key Skills
Achievement of the key skills is not a requirement of this qualification but it is
required. Suggestions of opportunities for the generation Level 2 key skill
evidence are given here.
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Assessment and Feedback
Your work will be formally reviewed at two points during this unit:
o November 2008 - at which time tasks 1-3 will have been completed
o February 2009 – at which time all 6 tasks will have been completed
After each formal review, feedback will be given followed by an opportunity to
improve your work in line with your teacher’s comments. You will also be
given an opportunity to completer a formal evaluation of this unit.
A student may contest his or her grade by following Wellsway School’s
Appeal and Malpractice Process and Policy on the next page.
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Wellsway School’s Appeals and Malpractice Process and
Policy
Appeals Process
All BTEC courses within Wellsway School will follow Edexcel’s policy
regarding student appeals.
http://www.edexcel.org.uk/VirtualContent/103974/Appeals_04_07.pdf
Edexcel will also not intervene until the centre has carried out an extensive
internal enquiry which involves 4 stages including the following:
Stage 1
A student is unhappy with their outcome of
assessed work.
Stage 2
The student must discuss the outcome with
the assessor that marked that work. If the
student is still unhappy with the outcome then
the student goes to stage three.
Stage 3
The student completes an Appeals form and
passes it to the IV for that subject within two
days.
Stage 4
The IV arranges a meeting between the
teacher and the student which the IV will
oversee. This should happen within ten days
of the appeal form being handed in.
Stage 5
If you are still unhappy, the matter will be
referred to Edexcel for the final decision
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Malpractice within BTEC Courses
http://www.edexcel.com/Policies/Documents/amended_Malpractice_18_05_0
6_Final.pdf
Wellsway School follows the Edexcel policy which is set out below.
They also follow the guidelines as set out by the JCQ and the NAA.
Edexcel Policy
The Edexcel Policy on Assessment Malpractice (06-13) applies to all BTEC
and NVQ programmes. The policy provides a definition of malpractice,
examples of what constitutes malpractice by both candidates and centre staff
and positive steps that can be taken to prevent or reduce candidate
malpractice.
Malpractice consists of those acts which undermine the integrity and validity
of assessment, the certification of qualifications and/or damage the authority
of those responsible for conducting the assessment and certification. Edexcel
reserves the right to impose sanctions and/or penalties on candidates or
centres where incidents or attempted incidents of malpractice have been
proven.
Policy in handling Learners’ Malpractice

If a learner has conducted malpractice then the following actions will
occur:

The learner and incident will be reported to Exams Officer.

Learner will write their account and teacher/assessor will write their
account of incident

Exams Officer will keep copy of statements and pass statements to
Head of Centre.

Head of centre will discuss the malpractice issue with both parties and
will come to a decision.

If the learner is found to be in breach of malpractice then they will be
reported to Edexcel and withdrawn from the programme.
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