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Cambridge International AS & A Level Travel & Tourism 9395

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Scheme of WorkCambridge International AS & A LevelTravel & Tourism9395For examination from 2017

ContentsIntroduction . 3Paper 11.1 Features of the travel and tourism industry . 61.2 Principles of customer service in travel and tourism . 16Paper 33.1 Defining the tourism market . 203.2 Building a destination brand . 273.3 Implementing the destination brand . 313.4 Monitoring the effectiveness of the destination brand . 37Paper 44.1 Organisations involved in destination management, their roles and priorities . 394.2 Destination management . 454.3 Impacts of tourism development . 51

Cambridge International AS & A Level Travel & Tourism (9395) – from 2017Scheme of WorkIntroductionThis scheme of work has been designed to support you in your teaching and lesson planning. Making full use of this scheme of work will help you to improve bothyour teaching and your learners’ potential. It is important to have a scheme of work in place in order for you to guarantee that the syllabus is covered fully. You canchoose what approach to take and you know the nature of your institution and the levels of ability of your learners. What follows is just one possible approach youcould take.Suggestions for independent study (I) and formative assessment (F) are also included. Opportunities for differentiation are indicated as Extension activities; thereis the potential for differentiation by resource, grouping, expected level of outcome, and degree of support by teacher, throughout the scheme of work. Timings foractivities and feedback are left to the judgement of the teacher, according to the level of the learners and size of the class. Length of time allocated to a task isanother possible area for differentiation.Key ConceptsThe Key Concepts are highlighted as a separate item in the new syllabus and teachers should be aware that learners will be assessed on their direct knowledgeand understanding of the same. Learners should be able to describe and explain the Key Concepts as well as demonstrate their ability to apply them to novelsituations and evaluate them. Reference to the Key Concepts is made throughout the scheme of work using the key shown below:Key Concept 1 (KC1) – Global and growingKey Concept 2 (KC2) – Change and developmentKey Concept 3 (KC3) – Customer focusKey Concept 4 (KC4) – Sustainability and responsibilityGuided learning hoursGuided learning hours give an indication of the amount of contact time teachers need to have with learners to deliver a particular course. Our syllabuses aredesigned around 180 hours for Cambridge International AS Level, and 360 hours for Cambridge International A Level. The number of hours may vary depending onlocal practice and your learners’ previous experience of the subject. The table below gives some guidance about how many hours are recommended for each topic.TopicSuggested teaching time (%)Paper 1It is recommended that the topics for this unit should take about 120 hours (33%)of the course.It is recommended that this coursework unit should take about 60 hours (17%) ofthe course.It is recommended that the topics for this unit should take about 90 hours (25%)of the course.It is recommended that the topics for this unit should take about 90 hours (25%)of the course.Paper 2Paper 3 (A Level)Paper 4 (A Level)V1.03

Cambridge International AS & A Level Travel & Tourism (9395) – from 2017Scheme of WorkResourcesThe up-to-date resource list for this syllabus, including textbooks endorsed by Cambridge, is listed at www.cie.org.ukEndorsed textbooks have been written to be closely aligned to the syllabus they support, and have been through a detailed quality assurance process. As such, alltextbooks endorsed by Cambridge for this syllabus are the ideal resource to be used alongside this scheme of work as they cover each learning objective.Teacher supportTeacher Support https://teachers.cie.org.uk is a secure online resource bank and community forum for Cambridge teachers, where you can download specimenand past question papers, mark schemes and other resources. We also offer online and face-to-face training; details of forthcoming training opportunities areposted online. This scheme of work is available as PDF and an editable version in Microsoft Word format; both are available on Teacher Support athttps://teachers.cie.org.uk If you are unable to use Microsoft Word you can download Open Office free of charge from www.openoffice.org.WebsitesThis scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations is not responsible for theaccuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of thatwebsite or the site’s owners (or their products/services).The website pages referenced in this scheme of work were selected when the scheme of work was produced. Other aspects of the sites were not checked andonly the particular resources are recommended.V1.04

Cambridge International AS & A Level Travel & Tourism (9395) – from 2017Scheme of WorkHow to get the most out of this scheme of work – integrating syllabus content, skills and teaching strategies We have written this scheme of workfor the Cambridge International AS & A Level Travel & Tourism (9395) syllabus and it provides some ideas and suggestions of how to cover the content of thesyllabus. We have designed the following features to help guide you through your course.Learning objectives help your learners by makingit clear the knowledge they are trying to build. Passthese on to your learners by expressing them as‘We are learning to / about ’.Syllabus ref and KeyConceptsLearning objectivesKC3(b) Market research:advantages anddisadvantages of eachactivities researchprovidemethod.yourExtensionmore able learners with furtherchallenge beyond the basiccontent of the course. Innovationand independent learning are thebasis of these activities.Learners will beable to identify anddescribe differenttypes of marketresearch.In context learnerswill be able toevaluate the valueof each method.Suggested teaching activities give you lots ofideas about how you can present learners withnew information without teacher talk or videos.Try more active methods which get your learnersmotivated and practising new skills.Suggested teaching activitiesGet learners to design a simple class questionnaire and distribute it to other learners usingwww.surveymonkey.com. They could ask aspirational questions about where their peers might want to travelin the future (e.g. after school or university graduation). Try and get a mixture of open and closed questions.Ask colleagues to complete it too.Ask learners to consider why response rates were low or high – and how that might reflect or differ from asimilar questionnaire issued by the local Tourist Board. (I)How were results skewed or otherwise by differing responses by learners and staff?How useful were the answers to open questions compared to closed ones? (Again consider the impact on atourist board survey.)Extension activity: Identify and recommend suitable market research for a local (or otherwise well-known)destination (basic) or provide a challenging destination for the same exercise (stretching), e.g. a developingdestination with low resources or a destination with very wide and varied target market, such as New York.Past and specimen papersPast/specimen papers and mark schemes are available to download at https://teachers.cie.org.uk (F)Past Papers, Specimen Papers and Mark Schemes are available for you todownload at:https://teachers.cie.org.ukUsing these resources with your learners allows you to check their progressand give them confidence and understanding.V1.0Formative assessment (F) is on-going assessmentwhich informs you about the progress of yourlearners. Don’t forget to leave time to review whatyour learner has learnt; you could try question andanswer, tests, quizzes, ‘mind maps’ or ‘conceptmaps’. These kinds of activities can be found in thescheme of work.5

Cambridge International AS & A Level Travel & Tourism (9395) – from 2017Scheme of Work1.1 Features of the travel and tourism industrySyllabus ref andKey ConceptsLearning objectivesSuggested teaching activities1.1.1 The nature of travel and tourismKC1(a) Main types oftourismLearners will be ableto appreciate thatthere are a numberof different types oftourism.Learners will be ableto identify types oftourist from data orsource material.Ask learners if they have ever taken a holiday. Those learners that have taken a holiday could then identifywhere they went, how they travelled, where they stayed, what they did whilst they were away, etc.If it is unlikely that learners will have travelled on holiday, you could introduce the topic using a case studyscenario of different visitors – e.g. a family taking a holiday by visiting relatives abroad, a businessmantravelling to a meeting in a different part of his own country, a couple going away on honeymoon.Develop this activity into definitions of key terminology, including the main types of ecialisedindependentpackagedYou could further develop this by asking learners either individually or in groups to produce descriptions orpictorial sources to illustrate these types of tourist. (I)You could also ask learners to describe a type of tourism and ask the rest of the group to identify what type it is;a similar activity includes giving learners definitions and asking them to identify the type of tourism.Information can be accessed from any travel and tourism textbook. Collect travel brochures or magazines. Usephotographs (www.gettyimages.co.uk). Local tourist information sources could be helpful and may be preparedto answer questions or give a talk about the types of tourists they come into contact with during their work. (Thiscould be useful as this could tie in with KC3 with some information about customer service.)V1.06

Cambridge International AS & A Level Travel & Tourism (9395) – from 2017Syllabus ref andKey ConceptsKC1(b) Types ofdestinationLearning objectivesLearners will be ableto recognise thefollowing types oftourist destination:resorts/cities/coastal.Learners will be ableto identify differenttypes of destinationwithin thosecategories.KC1(c)(i) Main reasonswhy people travelScheme of WorkSuggested teaching activitiesLearners need to be able to recognise the different types of tourist destinations that are listed within the syllabus.They must know what MEDCs and LEDCs are and should be able to identify these types of countries fromvarious sources of information (textbooks/websites, etc.)Teaching activities could include:Identification of various types of destination from photographs and/or guide books; learners could makepresentations or information sheets about the various types of destinations. (I)There could be quiz questions about places.Extension activity: Learners could produce a guide of tourist destinations within their country usinglocal, regional and national examples to cover all in the specification. This could be done on an individualor group basis.Learners will be ableto recognise whattypes of countriesmake up MEDCsand LEDC s andshould recogniseexamples of touristdestinations withinthose countries.Resources could include:national tourist office websites, e.g. www.visitbritain.comguide books such as the Rough Guide.brochures from tour operators, plus travel and tourism textbooks.Learners will be ableto recognise thatthere are differentreasons for travel.Learners need to realise that there are different types of tourist:businessleisurevisiting friends and relatives (VFR).Learners will be ableto identify types oftourists.Learners need to identify the impact that each of these types of tourists has on a destination and should be ableto interpret the importance of each type from data.Suggested teaching activities could include:Case studies of tourists – learners determine what their reason for travel would have been. (I)Extension activity: Use of data regarding reasons for travel into a country – learners could producevarious types of charts/graphs to illustrate data and draw conclusions from it about the structure oftourist types within various countries.Resources could include various sets of data available from national tourism departments.V1.07

Cambridge International AS & A Level Travel & Tourism (9395) – from 2017Syllabus ref andKey ConceptsKC1(c)(ii) Key specialisedmarkets/travelmotivations(d) Characteristicsof destinations /attractions whichappeal to visitorsLearning objectivesLearners will be ableto identify thevarious specialisedtourism markets andthe reasons thatpeople have fortravelling.Scheme of WorkSuggested teaching activitiesLearners need to recognise that there are a variety of niche or specialised markets for tourists including thefollowing:medical tourismreligious tourismadventure tourismcultural tourismecotourismsports tourismhealth and spa tourismspecial interest which includes dark tourism, slum tourism and film tourism.They should find out what the appeal of these destinations is to tourists and what tourists would expect to find inthem including:how accessible they arewhat built/natural attractions there are in the destinationwhat the climate is likewhat the culture includes – ligionhistory of destinations and the architecturewhat leisure activities are availablethe range of accommodation available.Learners could produce investigations into these types of tourism and make up information sheets, posters oradverts for examples of each of these tourism types. They could provide examples from their own countries orsomewhere that they are familiar with. (I)Case studies of destinations can be provided and learners identify which tourism type they relate to.Sources of information can include: tourism brochures, tourist information, websites as appropriate, travel andtourism textbooks.V1.08

Cambridge International AS & A Level Travel & Tourism (9395) – from 2017Syllabus ref andKey ConceptsKC1(e) Challenges ofthe travel andtourism industryand how these areovercome.Learning objectivesLearners will be ableto understand themeaning of theseterms:o Seasonalityo Intangibilityo Perishability.Learners will be ableto explain why theseare a problem to thetourism industry.Learners will be ableto suggest ways inwhich their impactscan be minimised.V1.0Scheme of WorkSuggested teaching activitiesLearners should be encouraged to look up the meanings of these terms and to try and identify why these can beissues for the tourism industry. They need to research ways in which these problems can be overcome. (I)Allow learners to use textbooks/internet to research the problems and then they can see how various travel andtourism industries can overcome these issues.It may be worth learners looking up various industries using the internet to see how they can try and overcomethese issues – for example, what is put on during the low season to encourage visitors? How can they selladditional tickets?How can they get over the idea of perishability – use of videos/films/photographs to record a moment?Use any travel and tourism textbook, or use the websites of major companies, etc., such as Universal Studios orDisneyland to see, what is on offer throughout the year.9

Cambridge International AS & A Level Travel & Tourism (9395) – from 2017Syllabus ref andKey ConceptsLearning objectivesScheme of WorkSuggested teaching activities1.1.2 The scale of the travel and tourism industryKC1(a) Key patterns inlocal, national andglobal tourism(including datainterpretation andmanipulation)Learners will be ableto use data todetermine patternsin the number oftourists and suggestreasons for thepatterns using priorbackgroundknowledge.Learners will be ableto read simplegraphs such as tallycharts/bar charts/linegraphs/pie charts.Encourage learners to become familiar with data sources in graphs, pictures and written formats. This is to allowthem to be able to undertake simple data analysis to determine patterns of tourism so that they can determinewhere tourists are coming from, where they may be going to, what types of tourists they are, what age groupsthey belong to, how they may be travelling.They can find this information by examining the statistics that are available from government sources in mostcountries. They could be given tasks to find out various types of information about their own country usinggovernment figures.It could be an idea to undertake a project or case study about their own country or a selected one and find outhow many people arrive annually so that they can determine whether tourism is increasing or decreasing andthey can then explore the reasons for this pattern. For example, it may be that the number of tourists in the over60 years old age group is growing so they could explain why that may the case – more leisure time, retirement atan early age and more money being the reasons.Learners need to be able to recognise where most tourists to their country both come from and go to – theyshould also be able to suggest reasons for these patterns.Other data that they need to be able to identify includes information about:employed in the industry in both a direct and indirect manner, they should be aware of the amount thatvisitors can spend in a destination – by doing this they become aware of the significance/importance oftourism to the economy; andoccupancy rates in hotels and other forms of accommodation together with details about the length ofstay and the methods of transport that may be used.There are many interlinking topics here as other factors will underpin the data and learners must be aware ofthese factors in order to be able to analyse the data they will be presented with in the exam paper. See 1.1.3 (a)Economic factors.Sources of information most suitable for use include the Travel & Tourism textbooks to assist with analysis; thegovernment websites and tourist information web

Cambridge International AS & A Level Travel & Tourism (9395) – from 2017 Scheme of Work Resources The up-to-date resource list for this syllabus, including textbooks endorsed by Cambridge, is listed at www.cie.org.uk Endorsed textbooks have been written to be closely aligned to the syllabus they support, and have been through a detailed quality assurance process.