SAMPLE PROGRAM
Based on the new Commerce Course for New South Wales
Option Topic 7: Travel
Using page references and examples from
New Concepts in Commerce
S. Chapman, M. Freak
Prepared by S. Chapman
Sample Work Program: New Concepts in Commerce (Option Topics) Chapman & Freak: John Wiley (Jacaranda)
Page 1
Option 7
Timing: 15-25 indicative hours
Travel
Focus: Students learn how to plan for travel and how to solve problems encountered when travelling.
Syllabus outcomes
A student:
5.2
analyses the rights and responsibilities of individuals in a range of consumer, financial, business, legal and employment contexts
5.4
analyses key factors affecting commercial and legal decisions
5.5
evaluates options for solving commercial and legal problems and issues
5.6
monitors and modifies the implementation of plans designed to slove commercial and legal problems and issues
5.7
researches and assesses commercial and legal information using a variety of sources
5.8
explains commercial and legal information using a variety of forms
5.9
works independently and collaboratively to meet individual and collective goals within specified timelines.
Resources: New Concepts in Commerce, Chapman & Freak: John Wiley
Sample Work Program: New Concepts in Commerce (Option Topics) Chapman & Freak: John Wiley (Jacaranda)
Page 2
Option Topic 7
Travel
Students learn about:
Students learn to:
Teaching/Learning Activities
Travel destinations

identifying a travel
destination
(Spread 11.1)

use a range of information
sources, including the Internet,
to identify appropriate travel
destinations
-
Use the word ‘information’ to create word pole showing sources of travel
information.
-
View a segment from a current holiday-style television program such as
Getaway. Research one of the destinations shown in the program.
-
Display resource materials including the Lonely Planet and Frommer’s.
-
Brainstorm the main things people need to take into account when
identifying appropriate travel destinations.
-
Group work. Have students choose a holiday destination.
(a) Visit a travel agent and obtain some brochures.
(b) Use the brochures to create a collage showing the features of the
chosen destination.
(c) Display the collages in the classroom.
-
Match appropriate holiday destinations to different groups or individuals.
(Refer to activity 6 on page 237.) The groups/individuals could include:
(a) a couple on a honeymoon
(b) a middle-aged couple who wish to experience Asian culture
(c) a 20-year-old university History student who is physically active
(d) a group of 20 senior citizens some of whom require a wheelchair for
mobility
-
Internet activity. Go to www.jaconline.com.au/commerce and access the
website for either Harvey World Travel or Flight Centre. Research the
most suitable holiday for a:
(a) family of two adults and two children with a budget of $5000
(b) a wealthy, retired couple with an unlimited budget.
-
Complete worksheet 11.1 ‘Holiday destination’.
Sample Work Program: New Concepts in Commerce (Option Topics) Chapman & Freak: John Wiley (Jacaranda)
Page 3
Option Topic 7
Travel
Students learn about:
Students learn to:
Teaching/Learning Activities
Travel destinations (cont.)

factors influencing
the choice of
destination

consider factors influencing the choice of destinations
- personal, financial,
political
List and discuss the personal factors that affect the choice of tourist
destinations. Factors include:
(a) finances
(b) age
(c) gender
(d) religion
(e) location of family and friends.
(Spread 11.2)
-
Outline the advice provided by the Department of Foreign Affairs and
Trade (DFAT) and the purpose of travel warnings.
-
Prepare a case study of a popular tourist destination that faces political
instability.
-
Internet activity. Access DFATs website www.smartraveller.gov.au.
Examine a number of travel advice warnings issued by DFAT. Discuss the
importance of such warnings.
-
Examine ‘A typical travel budget’ on page 238. Discuss the importance of
a travel budget.
-
Using a number of travel brochures analyse the costs of various travel
destinations.
-
Investigate the ‘hidden’ costs involved in travelling including:
(a) tips
(b) surcharges
(c) taxes
(d) penalty payments.
-
Complete worksheet 11.2 ‘Smartraveller activity’.
Sample Work Program: New Concepts in Commerce (Option Topics) Chapman & Freak: John Wiley (Jacaranda)
Page 4
Option Topic 7
Travel
Students learn about:
Students learn to:
Teaching/Learning Activities
Planning a trip

types of travel


(Spread 11.3)
assess the advantages and
disadvantages of various
means of travel
- air/sea/rail/road
- group/private
using word processing and
computer-based graphics, plan
and produce a travel brochure
-
(a) Divide the class into four groups, each one representing a different type
of transport: road, rail, air and sea.
(b) Have each group brainstorm the advantages and disadvantages of each
type of travel.
-
Interpret a timetable by completing Skill Booster on page 240.
-
Explain how to interpret the 24-hour clock.
-
Internet activity. Access the Qantas website to interpret a flight timetable.
(a) Select two international and two domestic destinations
(b) List the time(s) of departure and return of all the flights
(c) List any stopovers (if applicable)
(d) List the flight numbers
(e) Identify the book-in time
(f) What identification is required if an e-ticket is used?
-
Using word-processing and computer graphics, plan and produce a travel
brochure.
-
Internet activity. Go to www.jaconline.com.au/commerce and access the
CountryLink website. State the arrival and departure time for the trains or
buses that leave Sydney Central for Canberra.
-
Complete worksheet 11.3 ‘Internet travel research – New Zealand’.
Sample Work Program: New Concepts in Commerce (Option Topics) Chapman & Freak: John Wiley (Jacaranda)
Page 5
Option Topic 7
Travel
Students learn about:
Students learn to:
Teaching/Learning Activities
Planning a trip (cont.)

options for organising
travel
- do it yourself
- agents
- assistance

evaluate the different options
available when planning a trip
-
Outline the two options available for organising travel:
(a) do it yourself
(b) agents.
-
Barnstorm the list of activities a person would need to carry out if
organising their own:
(a) domestic holiday
(b) international holiday.
-
Outline the role of an agent.
(a) Provide three examples of different types of agents.
(b) explain the purpose of the Australian Federation of Travel Agents
(AFTA).
(Spread 11.4)
-
In groups of three or four, arrange an interview with a local travel agent.
Prepare either a two-page written or five-minute oral report. You may
wish to develop your report under the following headings:
(a) services offered by a travel agent
(b) regulations required to operate the travel agency
(c) the AFTA code of ethics.
-
Construct a table showing the advantages and disadvantages of using a
travel agent or organising your own travel.
-
Use the telephone book, the library and the Internet to create a directory
that lists organisations that can assist with travel plans.
-
Interview someone who has recently travelled overseas. Ask for their
advice regarding travel arrangements.
Sample Work Program: New Concepts in Commerce (Option Topics) Chapman & Freak: John Wiley (Jacaranda)
Page 6
Option Topic 7
Travel
Students learn about:
Students learn to:
Teaching/Learning Activities
Planning a trip (cont.)

considerations when
planning a trip
- official
requirements/
documents
- language
- health and
wellbeing
- culture
- political stability
- insurance

investigate the process
involved in organising a trip

research and report on the
requirements for a chosen
destination
- passport, visa, medical
requirements, travel
warnings

-
Describe the necessary documentation for an overseas trip.
-
Obtain and complete a passport application form.
-
Explain how a visa can be obtained.
Analyse a form. Complete the Skill Booster on page 245 ‘Customs,
quarantine and wildlife statement’.
-
Organise for a local medical practitioner to visit the class to discuss the
appropriate health measures a person should undertake before visiting
some countries.
-
Name the three documents a traveller must present when arriving in
Australia.
-
Internet activity. Access the Department of Customs website.
(a) Describe the types of goods that are prohibited imports.
(b) List some of the penalties that apply for illegal importation.
-
Create a poster warning Australian travellers of the danger of taking illegal
drugs into some Asian countries.
-
Go to www.jaconline.com.au/commerce and access the DFAT website.
Carefully study the tips for travellers and try to think of any more that
would be useful.
-
Complete worksheet 11.4 ‘Advice for first-time overseas travellers’.
investigate processes involved
in applying for a passport/visa
(Spread 11.5)
Sample Work Program: New Concepts in Commerce (Option Topics) Chapman & Freak: John Wiley (Jacaranda)
Page 7
Option Topic 7
Travel
Students learn about:
Students learn to:
Teaching/Learning Activities
Organising an itinerary

main travel decisions

investigate the options
available for an itinerary
-

budget and time
constraints

where to stay
getting around
length of stay
what to see
ecotourism
things to do
use criteria to make
appropriate decisions and
produce an itinerary and
budget within financial and
time constraints
-
Outline the purpose of an itinerary.
-
Examine a number of prepared itineraries from travel brochures.
-
Complete the Skill Booster ‘Interpret an itinerary’ on page 246.
-
Interpret the abbreviations used in itineraries including:
(a) BB (Buffet breakfast)
(b) D (Three-course dinner)
(c) B&B (Bed and breakfast)
(d)
(e)
-
Group work. In groups of three or four, prepare a ten-day itinerary for an
overseas holiday. The budget for the trip is $15 000. Prepare a list of:
(a) Where to stay.
(b) What to see and do.
(c) How to get around.
(d) Travel documentation required.
(Spread 11.6)
Sample Work Program: New Concepts in Commerce (Option Topics) Chapman & Freak: John Wiley (Jacaranda)
Page 8
Option Topic 7
Travel
Students learn about:
Students learn to:
Teaching/Learning Activities
Solving travel problems

problems/issues
travellers may face
-

travel
documentation
financial
legal
cultural
research and report on a range
of problems that may be faced
by travellers
-
-

strategies to resolve
travel problems
exchange rate fluctuations,
converting money, credit
facilities
lost/stolen
cash/cards/passport/tickets
identify potential areas of
legal concern in different
countries
culturally sensitive
behaviour

identify strategies to deal with
common problems associated
with travel

where to go for assistance; role
of embassies and airlines in
assisting travellers
-
Examine the ‘Australian Passport Application’ on page 249. Complete
activity 6 on page 251.
-
Visit a post office and request a copy of the passport application. Complete
this form using your own details.
-
Cloze exercise. Complete activity 1 on page 251.
-
Outline the meaning of exchange rates and explain why they are needed.
-
Complete the Skill Booster ‘Interpret a graph, exchange rate’ on page 250.
-
Using a recent newspaper compile a list of the current exchange rates for
ten countries. Compare the current rate with the rates shown on page 250.
(a) Explain the meaning of currency fluctuations.
(b) Outline the impact of an appreciation and a depreciation on the cost of
an overseas trip.
(c) If a person had two Australian dollars, how much of the following
currencies could they buy at the quoted exchange rates? Indonesian,
Italian, Canadian, New Zealand, Europe, Japanese.
(d) The entry fee to Disneyland in Los Angles costs $60 Australian. How
much in US currency would have to be handed over to enter this fun
park?
-
For a set period of time, check the value of the Australian dollar compared
with a major currency., such as the US dollar, Japanese yen or European
euro. Graph the values at the end of each day’s trading. Describe and
account for any changes.
-
List those things travel insurance can provide compensation for.
(Spread 11.7)
Complete worksheet 11.5 ‘Topic test – travel’.
Sample Work Program: New Concepts in Commerce (Option Topics) Chapman & Freak: John Wiley (Jacaranda)
Page 9
Option Topic 7
Travel
STAGES 4 AND 5 COMMERCE REGISTER
OPTION TOPIC7: TRAVEL
AREAS OF STUDY:
Travel destination
Planning a trip
Teacher’s Name ______________________________
Organising an itinerary
Date commenced _________________
Content examined:
Solving travel problems
Date completed _______________
Outcomes achieved:
Teaching/Learning activities used
Mind maps
Discussion
Locating information
Accessing websites
ICT applications
Point summary
Individual research
Group research
Explanation
Brainstorm
Cloze exercise
Debate
Roleplay
Statistical analysis
Graph interpretation
Cartoon interpretation
Diagram
Mathematical computation
Video/DVD
Oral presentation
Reading
Comprehension
Model construction
Case study
Media article
Note taking
Text exercise
Topic summary
Pre/post tests
Guest speaker
Excursion
Problem solving
Simulation exercise
Graph construction
CD-ROM
Analysing information
Lecturette
Commerce quiz
Test item
Survey
Evaluation of program:
Additional resources:
Sample Work Program: New Concepts in Commerce (Option Topics) Chapman & Freak: John Wiley (Jacaranda)
Page 10
Some useful Internet sites

www.fed.gov.au (go to consumer protection)

www.industrialrelations.nsw.gov.au

www.consumer.gov.au (Ministerial Council on

www.asx.com.au
Consumer Affairs)

www.choice.com.au

www.consumeronline.gov.au

www.dollarsandsense.com.au

www.asic.gov.au (go to fido)

www.infochoice.com.au

www.scamwatch.gov.au

www.fpa.asn.au

www.legalaid.nsw.gov.au

www.wesleycreditline.org

www.liac.sl.nsw.gov.au (Legal Information Access

www.ethics.org.au
Centre)

www.fairtrading.nsw.gov.au
www.ombo.nsw.gov.au (Ombusman)

www.accc.gov.au

Commerce is an interesting, exciting and highly relevant subject. I wish you well for the new course.
Stephen Chapman
Sample Work Program: New Concepts in Commerce (Option Topics) Chapman & Freak: John Wiley (Jacaranda)
Page 11