EL Pathways Humanities: Planning for Geography Unit: ENTRY 2
Title:
Entry Code:
Level:
Credit Value:
Unit aim:
Changing trends in tourism and the need to develop sustainable tourism
6262/E2
Entry 2
3
This unit aims to enable learners to know features of tourism, why patterns of tourism are changing and
the need to develop more sustainable tourism
Learning
Objective
LO1
Learning Outcome
Know features of
tourism.
Recognise popular
tourist destinations for
UK residents at
national, European and
global scales.
Tasks/Activities
Resources
Assessment
Opportunities
Class discussion using images
sourced from internet/classroom
display on topic. Pupils state
briefly, in writing or orally, what is
meant by the terms ‘tourism’ and
‘tourists’. Pupils discuss their
personal holiday experiences.
Create a large poster / display of
photographs showing popular
tourist destinations for UK
residents at national, European and
global scales (can be done as an
individual, pair or group task)
Complete UK map showing top
tourist destinations
Find out (internet research) about 1
UK holiday destination and create a
short presentation
Pupils can list a variety of
attractions in different holiday
destinations
Powerpoint presentation of relevant
images
Classroom display of tourism
materials, e.g. travel brochures, travel
documents etc
Personal holiday photos
Written or oral
definitions of tourism and
tourist
Name popular holiday
destinations at UK,
European and Global
scales
Completed
posters/displays.
AC1.1
Peter Corr April 2013
Travel brochures
Newspaper travel supplements
Photos of holiday destinations
Blank UK map
Atlas
Internet
Presentation software, e.g. Powerpoint
Completed UK map
Photos of different types of
destination, e.g. beach holiday, winter
sports, historical, cultural etc
Listing of different types
of attractions
Presentation
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EL Pathways Humanities: Planning for Geography Unit: ENTRY 2
AC1.2
Identify ‘long haul’
and ‘short haul’
destinations.
LO2
AC2.1
Know about changing
patterns of tourism.
Recognise that UK
residents are taking
more holidays.
Class discussion on nature of long
& short haul destinations. Use
photos to stimulate discussion, e.g.
where are these places, are they
near to UK, how would you travel
there, would it take long etc.
Sort a selection of photographs of
tourist destinations into the
appropriate category – long & short
haul, or create 2 lists naming long
& short haul destinations
Photos of holiday destinations from
around the world (use google photo
search)
Travel web sites
Airline web sites or promotional
materials
Written or oral
definitions
2 lists of holiday
destinations
Give pupils data on number of
holidays taken by UK residents
Ask them to select data from a table
of data, diagram or a selection of
graphs (e.g. bar chart, line graph,
pie chart etc) to respond orally or in
writing to questions about changing
patterns in tourism, e.g. number of
holidays taken by UK residents in
given years
Add labels to a completed graph
showing number of holidays taken
per year by UK residents
http://www.hpa.org.uk/webc/HPAweb
File/HPAweb_C/1317132797054
Written or oral responses
to questions about the
numbers of UK residents
taking holidays
Graph showing number of holidays
taken per year by UK residents
Labels for graph
Completed graph
Use a card sort to list or select
reasons why UK residents have
been able to take more holidays
since the 1960s
Selection of cards giving reasons why
UK residents are taking more holidays
Card sort
Completed list of reasons
AC2.2
Identify reasons for
UK residents taking
more holidays.
Peter Corr April 2013
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EL Pathways Humanities: Planning for Geography Unit: ENTRY 2
LO3
AC3.1
Know features of
sustainable tourism.
Identify ways that
tourism has an impact
on people.
Show pupils photos showing both
positive and negative impacts of
tourism on people.
Sort photos into 2 group
List positive impacts of tourism on
people (e.g. job creation, creation
of wealth, improved facilities and
infra-structure for locals (e.g.
accommodation, shops, bars,
restaurants, roads, transport etc)
and the natural environment
Create a photo montage showing
positive impact of tourism on
people
Repeat above 2 tasks in relation to
negative impact of tourism on
people
Selection of photos showing positive
and negative impact of tourism on
people
Card sort
Lists of positive and
negative impacts
Give pupils a large photo (A3) of
any busy holiday destination. Ask
them to write or add captions that
highlight the negative impact of
tourism on the environment, e.g.
destruction of wild-life, habitats
and vegetation cover, erection of
ugly buildings, over-use of water
supplies, pollution, traffic
congestion etc
Large photo of a holiday destination
Appropriate captions for photo
Labelled photo
Find out what is meant by
‘sustainable tourism’, e.g. internet
research
http://en.wikipedia.org/wiki/Sustainabl
e_tourism
http://www.sustainabletourism.net/
Written or oral definition
of sustainable tourism
List of some of the key
AC3.2
Identify ways that
tourism has an impact
on the natural
environment.
AC3.3
Identify features of
sustainable tourism.
Peter Corr April 2013
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EL Pathways Humanities: Planning for Geography Unit: ENTRY 2
Write down or talk about the key
features of sustainable tourism
http://www.thetravelfoundation.org.uk/
green_business_tools/?id=50
http://www.unesco.org/education/tlsf/
mods/theme_c/mod16.html
features of sustainable
tourism
Name an example of a sustainable
tourism project in the UK (Eden
project, National Parks, Norfolk
Broads etc) and one in another
country (Belize, Zimbabwe etc)
State, orally or in writing, what
people have done to promote
sustainable tourism
State, orally or in writing, what the
UK government or the government
in another country has done to
promote sustainable tourism
Pupils can present their work in a
range of formats, e.g. presentation,
poster, leaflet etc
http://www.nationalparks.gov.uk/all_p
arks_tourism_leaflet.pdf
http://www.edenproject.com/
http://www.broadsauthority.gov.uk/managing/sustainable
-tourism.html
http://www.thetravelfoundation.org.uk/
images/media/Lessons_Learnt__Tourism_Experience_Kenya.pdf
http://www.sustainabletourism.net/reso
urces.html
Pupil work on sustainable
tourism projects.
AC3.4
Identify ways people
and /or governments
can make tourist areas
more sustainable.
http://www.globaleye.org.uk/secondar
y_spring2002/focuson/case1.html
(Zimbabwe)
http://www.globaleye.org.uk/secondar
y_spring2002/focuson/case2.html
(Belize)
EVALUATION OF THIS UNIT
Peter Corr April 2013
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EL Pathways Humanities: Planning for Geography Unit: ENTRY 2
Resources
No specific books have been written for this unit. Teachers and learners are advised to gather relevant information
using general textbook, websites, CD-roms, magazines, television programmes etc.
Textbooks
The New Wider World (Foundation), D Waugh (Nelson Thornes), Chapter 9
Geog.gcse, King, Hurst, Edwards, Stevens & Mayhew (OUP), Chapter 12
Geography for CCEA GCSE, Henderson, Roulston & Corr (Hodder), Unit 2, Theme C
Geog.3, Gallagher & Parish (OUP), Chapter 3
Geography Matters 3, Hopkin & Leeder (Hodder), Chapter 4
Key Geography Interactions, Waugh (Nelson Thornes), Chapter 3
Earthworks 2, Widdowson (Hodder), Unit 5
Any standard textbooks for ‘Leisure and Tourism’ or ‘Travel and Tourism’ courses should provide a lot of useful
background information and case studies.
Useful web sites
http://www.globaleye.org.uk/secondary_spring2002/focuson/case1.html (Zimbabwe)
http://www.s-cool.co.uk/a-level/geography/tourism/revise-it/case-study-zimbabwe (Zimbabwe)
http://www.globaleye.org.uk/secondary_spring2002/focuson/case2.html (Belize)
http://coolgeography.co.uk/GCSE/AQA/Tourism/Sustainable/Case%20study%20Sust%20Tourism.htm (Galapagos Islands)
http://www.s-cool.co.uk/a-level/geography/tourism/revise-it/case-study-goa (Goa)
http://www.bbc.co.uk/schools/gcsebitesize/geography/glacial_landscapes/conservation_management_rev2.shtml
http://www.guardian.co.uk/environment/gallery/2012/may/30/destinations-under-threat-tourism-in-pictures#/?picture=390904116&index=0
Peter Corr April 2013
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EL Pathways Humanities: Planning for Geography Unit: ENTRY 2
Peter Corr April 2013
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