Scheme of Work 2010 / 2011
Module/Unit Title:
Unit 1 – Investigating the Travel
and Tourism Sector
Course Title:
BTEC Level 3 Extended Diploma in
Travel and Tourism
Prepared by:
Adele Pearson
Awarding body:
Edexcel
Lesson Duration:
4 hours per week
Start Date:
w/c 20th Sept 2010
End Date:
w/c 29th Nov 2010
Course Overview:
This unit enables learners to develop their knowledge and
understanding of the travel and tourism sector, its component
industries, their role and the interrelationships within the sector.
Learners will develop knowledge and understanding of how the sector
has developed over the last 50 years, what it is today and how it is being
affected by current trends and factors.
Learning Outcomes:
1 Know the travel and tourism component industries and their
organisations
2 Understand the role of travel and tourism organisations and their
interrelationships
3 Know the developments that have shaped the present day travel and
tourism sector
4 Understand how trends and factors are currently affecting the travel
and tourism sector.
Assessment Details:
Task 1a) handbook describing types of tourism and components of tourism
Task 1b) factfiles describing roles of organisations
Task 1c) review and diagrams on roles of organisations
Task 1d&e) discussion on interrelationships
Task 2a) article summarizing 10 developments
Task 2b) review of trends and factors
Task 2 c&d) report of effects of developments and factors
Date
What topics will be
covered
What will learners
do?
How will learning be
checked?
Key /
Basic
Skills:
What resources are
needed?
Trimester1
Week 1
13/09/10
Specification and
assignment brief
Introduce learners
to the unit, hand
out assignment
brief and go over
unit specification.
Direct questioning
Level 1-3
English
ICT
Unit specification &
assignment brief
Key words
Definitions of travel and
tourism
Inbound, outbound and
domestic tourism
Tutor led
PowerPoint
presentation
Ask learners
utilising
PowerPoint
presentation about
what travel is and
what tourism is.
Learners to
produce
definitions in small
groups.
Tutor to introduce
the concept of
different types of
tourism. Learners
provided with
scenarios to
Presentation
Suitable and coherent
definitions which
demonstrate some level of
understanding
Correct identification of
types of tourism for each
scenario
Quality and quantity of list
provided
Types of tourism
scenarios handout
Presentation
What Independent
Learning /
Homework will be
set?
Make a list of all of
the travel and
tourism
organisations in the
Middlesbrough
Area
complete in pairs
to identify correct
types of tourism.
Overview of key
components
Learners to think
about their last
holiday and note
down all of the
different
components used
from booking a
holiday to
returning back
from holiday the in
small groups.
Accommodation
component
Learners to list all
the different types
of accommodation
they are aware of.
Discuss different
types they may
have had
experience of.
Tutor to introduce
the concept of
serviced and non
serviced
Quality of list – range of
accommodation included
Correct placing into
categories
Completion of activities
Accommodation
presentation &
handout
accommodation
and learners to
identify from their
list which are
serviced and which
are non serviced.
Learners to
complete the
activities on
Seaham Hall and
Travelodge.
Week 2
20/09/10
Transport component
Learners to discuss
in small groups all
of the different
methods of
transport available
to inbound,
outbound and
domestic travellers
and to analyse the
advantages and
disadvantages of
each mode. Small
groups will then
feedback to group
Case studies and
questions on Seaham
Hall & Travelodge
Identification of different
methods of transport
Level 1-3
available, suitable analysis of English
advantages and
ICT
disadvantages of each
method
Go onto Seaham
Hall’s website
Access to internet
Websites
Virgin Trains
BA
Royal Caribbean
Start to type up
task one a
Completion of research
activities in order to
complete work sheet
Transport worksheet
with their findings.
Ancillary services
Learners provided
with a worksheet
on transport
covering a range of
research activities
to deepen
knowledge of
current transport
services to a range
of customers.
Ask group to write
down a definition
of what they think
ancillary service is
and list all the
examples they can
think of.
Tutor to complete
spider diagram of
student’s ideas on
the main ancillary
services and where
they can be
purchased from
and why tourists
may need to
purchase them.
Whiteboard and pens
Quality of definition
Correct identification of
ancillary services
Feedback to group
Week 3
27/09/10
Attractions component
Tutor to pose
question, “What is
an attraction?” In
pairs to list all of
the attractions
they have visited.
Tutor to introduce
through
whiteboard the
different types of
attractions –
heritage, purpose
built events and
natural. Learners
to then place from
their list the
attractions into the
categories.
Learners to then
discuss in small
groups what type
of tourist would
want to use the
different types of
attractions and
Quality of list
Level 1-3
English
ICT
Presentation on
attractions
Whiteboard and pens
Correct placing of
attractions in each category
Correct identification of
types of tourist in relation to
type of attraction
Collect two
different travel
brochures from
local travel agent
why.
Tour operations
component
Learners to collect
two different
travel brochures to
bring to this
session. Learners
to analyse each
brochure and what
type of holidays
are provided
within the
brochure. Tutor to
introduce the
concept of mass
market tour
operations and
discuss the main
two tour
operators.
Learners will be
familiar with
Thomas Cook and
Thomson.
Learners to think
about what tour
operators do, jot
down notes – (they
should have prior
knowledge from
Questioning,
Recap activities
Travel brochures
Tour operations
handout
Compilation of list relating
to the role of the tour
operator
Tour operations
activity sheet
Access to internet –
Thomas Cook
Thomson
First Choice
Gambia Experience
PGL
Superbreak
Leger
Unit 6)
Travel agents
component
Tutor to introduce
learners to
specialist tour
operators, learners
to complete
internet research
activity to identify
mass market and
specialist tour
operations and
products and
services offered by
these.
Learners to then to
further identify
which of these
operators serve
the inbound,
outbound and
domestic markets.
Most learners will
be familiar with
retail travel agents
therefore should
be able to
comfortably
discuss in small
groups what a
Completion of internet
research activity to correctly
identify mass market and
specialist operators and the
products and services
provided by each
Type up task one
Travel agents
handout
Input to discussion on what
a travel agent is and what
they do
List of ways to book
travel agent is.
Learners to list
different ways
customers are able
to book their
holiday.
Tutor then will
introduce
business, online
and call centre
agents and
learners to identify
advantages and
disadvantages of
each types of
agent.
Learners will then
participate in an
online research
activity to
consolidate
knowledge related
to each type of
agents.
Identification of
advantages/disadvantages
of each type of agent
Level 1-3
English
ICT
Completion of online
research activity
Find out what a TIC
is and what they do
Week 4
04/10/10
Task 1a deadline
Tourism development
and promotion
component
Tutor to present a
PowerPoint
presentation on
public sector
tourism in the UK,
specifically
directing learners
to triangular
diagram on
organisations that
are involved in
tourism
development and
promotion.
Learners to
complete internet
worksheet
answering
questions on Visit
Britain, One North
East and Visit Tees
Valley.
Questioning of prior
knowledge relating to TIC’s
Presentation
Level 1-3
English
ICT
Internet worksheet
Access to internet to
research Visit Britain,
One North East
Visit Tees Valley
Middlesbrough
Council
Completion of internet
research activity
Access to internet to
research regulatory
bodies and trade
associations
Trade association and
regulatory bodies
component
Tutor to provide
learners with
definitions of what
trade associations
is and what a
regulatory body is.
Tutor to provide
learners with the
names of a variety
of trade
associations and
regulatory bodies.
Learner to be put
into groups to
research one trade
association and
one regulatory
body. Each group
to produce a fact
sheet on each of
there
organisations and
then display them
on blackboard.
.
Direct questioning to
confirm understanding
Fact sheet
instructions
Quality and accuracy of fact
sheets produced.
Flip chart paper and
pens
Level 1-3
English
ICT
Week 5
11/10/10
Roles and relationships
of organisations
Tutor to introduce profit
and non profit to
learners through
presentation
Week 6
18/10/10
Task 1b deadline
Continuation of
research activity for
three chosen
Learners to
participate in a
range of activities
to identify the
roles and
responsibilities of
three chosen
organisations
Learners to
participate in a
range of activities
to identify the
Group discussion
Completion of research
activities
Directed questioning
Level 1-3
English
ICT
Access to three
organisation
websites
Research activity
handout
Pens
Paper
Group discussion
Completion of research
activities
Directed questioning
Level 1-3
English
ICT
Access to three
organisation
websites
Research activity
Preparation of
questions for visit
organisations
roles and
responsibilities of
three chosen
organisations
handout
Pens
Paper
Half Term
25/10/10
Week 7
01/11/10
Task 1c deadline
York visit
Chains of distribution
Interrelationships
Learners to think
of all of the
different ways that
a holiday can be
purchased, tutor to
then introduce the
concept of chain of
distribution,
learners to think
about what
distribution
means.
Tutor to draw
traditional chain of
distribution on
board and explain
how this can differ
within the industry
and how this can
have an impact
upon the price of a
holiday. Learners
to work through
work sheet
establishing and
Identification of different
ways to purchase a holiday.
Level 1-3
English
ICT
Worksheet on chains
of distribution
Integration handout
Questioning around
distribution
Completion of worksheet,
correctly being able to
define and draw a diagram
of each type of chain of
distribution.
drawing different
chains of
distributions.
Tutor to introduce
concept of
integration,
learners to think
about the word
integration and
what it means,
learners to think of
the reasons why
organisations may
want to purchase
other
organisations and
to discuss the
advantages and
disadvantages of
this.
Tutor to introduce
vertical and
horizontal
integration and
explain the
differences
between them
explaining by
illustrative
diagrams on board.
Learners to
Knowledge of the word
integration
Quality of response, depth
of response,
Identification of
advantages/disadvantages
Completion of activity
correctly identifying
organisations which are
vertically and horizontally
integrated.
Access to internet for
integration and
interdependencies
research task
complete activity
giving examples of
organisations in
travel who are
vertically and
horizontally
integrated.
Week 8
08/11/10
Task 1d&e deadline
Class small group
discussions to be
facilitated by tutor to
cover M1 and D1
Quality of group work and
Learners to work in discussion,
small groups to
discuss which
organisations in
the industry have
relationships with
other
organisations in
the industry and
how this benefits
the organisation
Input to whole class
and the customer. discussion
Groups to
feedback and tutor
to provide more
examples and
re-inforce why
organisations have
interrelationships
Learners to
Input to discussion
prepare research
Direct questioning
and engage in
Evidence of background
small group
research
discussions for the
Level 1-3
English
ICT
Discussion
environment
Notes from previous
sessions
Witness statements
Week 9
15/11/10
Task 2a deadline
Recent developments summary of ten
developments
completion of M1
and D1
Tutor to give a
presentation on
developments,
learners to work in
small groups to
think about how
the industry has
developed
generally since
1960’s.
Groups to be given
a big piece of
paper and split the
page into two,
then and now.
Level 1-3
English
ICT
Type up task 2a
Flip chart paper and
pens
Presentation
Contribution to flip chart
activity
Learners to note
down what they
think
holidays
would have been
like in 1960’s and
what they are like
now,
Quality of answers, direct
questioning
Groups to
feedback to the
rest of the class
and tutor to
facilitate
discussion

Transport
development –
bigger planes,
channel tunnel,
faster travel
Tutor to then
introduce
transport – tutor
to emphasise what
an important part
transport has to
play in the industry
and this is the
sector used to get
everyone away on
holiday. Learners
to work through
with tutor
direction a work
booklet on
transport
development
considering the
four methods
covered by the
specification, air,
sea, road and rail.
The work book
contains a variety
of activities some
research and some
web based.
Many transport
websites now have
virtual tours –
Completion of work booklet
on transport,
Quality of internet research
provided
Individual questioning
during work book activity
Transport work book
Access to internet

Week 10
22/11/10
Technological
development –
internet,
Task 2b deadline
Developments
continued;
cruise ship, virgin
trains, BA etc.
Tutor to go over
the workbook
answers at the end
of the session.
Transport
development can
also be linked
heavily into
technological
development,
learners to
complete brief
work sheet of
technological
development,
When tutor
facilitating activity
to emphasis that
everything is
getter bigger,
better and
becoming more
accessible
Tutor to link
information taken
from the earlier
discussion
regarding how
have holidays
Worksheet
Completion of worksheet
Direct questioning
Level 1-3
English
ICT
Access to internet to
complete research
Find out why
changed to this
session.


Destination
development
Lifestyle changes
– more working
families, more
split families
taking short
breaks, more
than one holiday
per year
Learners to
research one
destination and
complete
questions about it
to see how that
destination has
developed, tutor
to give
presentation on
new destinations
and why
destinations
develop.
Learners to
complete handout
on destination
development,
specifically looking
at Dubai as a new
destination.
Learners to discuss
why they think
holidays are
changing, tutor to
introduce the
people often take
more than one
holiday per year
Completion of research
activity showing an
understanding of
destination development
Completion of destination
development handout
Destination
development
handout
Input to discussion
Lifestyle case study
Completion of case study
Questioning
Ask parents and
grandparents how
lifestyle has
changed in the last
20-30yrs
Week 11
29/11/10
Task 2c deadline
Trends

Growth and
expansion of
regional airports
concept of lifestyle
changes, learners
to complete case
study questions on
article describing
how people
holidayed in years
gone by and they
are to consider
how this is
different to now
and the reasons
behind this, tutor
to facilitate
discussion.
Tutor to introduce
learners to trends
which have or are
affecting the travel
and tourism
industry.
Tutor to introduce
learners to
regional airports,
learners to work in
small groups to
note down on flip
chart paper why,
(given what they
already know
about
Flip chart paper and
pens
Level 1-3
English
ICT
Quality of group flip chart
work
developments)
regional airports
are expanding,
small groups to
feedback to the
rest of the group
and tutor to lead
discussion.
Learners to
complete case
study activity on
the growth of
Newcastle airport
and the reason
why this is
important for the
region.


Increased
frequency of
holidays
Greater flexibility
(of booking,
products)
Tutor to give a
presentation on
increased
frequency of
holidays linked
with greater
flexibility, learners
to make a list of all
of the possible
places they can
book a
holiday/flight in
2008. Tutor to
Completion of Newcastle
Airport Case study
Newcastle airport
case study and
questions
Quality of list
Presentation
Questioning
highlight the way
in which holidays
have become more
accessible to the
masses and with a
change in lifestyle
therefore people
are choosing to
holiday more
frequently.
Note taking
Learners to make
notes on both of
these topics,
Learners to read
the document
summer trends
2007 and answer
the questions set.
Comprehension of summer
trends report
Summer trends 07
report and questions