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? ` V5 V5 V5 ǿ V5 V5 V5 V5 V5 V5 V5 V5 V5 V5 V5 V5 V5 ' : Scheme of work
Guided learning hours (GLH): 30
Number of lessons: 30
Duration of lessons: 1 hour
Learners should spend lesson time and non-supervised time working on assignments.
LessonUnit content*ActivitiesLinks to other units 1
Unit introductionTeacher presentation (approx. 10 minutes): Outline the nature of the learning aims and the number of assignments that learners will be expected to complete.
Learning aim A: Know the major international travel and tourism destinations and gateways1 (cont.)Topic A.1 International destinations
Continents and regions:
Europe
Africa
North America
South America
Asia
Australasia
Arctic/Antarctic
Regions European, worldwide (outside of Europe).Teacher introduction: Use a talking point, such as a two minute Exodus Travels advert, or similar YouTube video to explain that Unit 4 links to cultures, natural world, sightseeing, different visitors etc.
Teacher presentation: Clarify the scope of Unit 4, including definitions of Europe and worldwide regions, and long- and short-haul destinations. Discuss perceptions/awareness of key features of different continents.2Topic A.1 International destinations
Continents and regions:
Europe
Africa
North America
South America
Asia
Australasia
Arctic/Antarctic
Regions European, worldwide (outside of Europe).Teacher introduction: recap on lesson 1
Whole-class activity: Learners spend 30 seconds each on one destination visited, and one positive point. Or on Where you would like to travel to and why? They use the answers to populate an interactive map.
Small group activity: Learners play Which continent am I? by matching cards showing key tourist country names to the correct continent.3Topic A.2 Major gateways
Airports, e.g. London Heathrow, Budapest Ferenc Liszt, New York John F Kennedy
Three-letter codes, e.g. LHR, BUD, JFKTeacher presentation: Provide definitions of key terms used in this Unit.
Teacher demonstration: A worked example of three-letter codes, using airport codes website.
Paired activities: Learners locate gateway airports and three-letter codes using the internet.
Individual activity: Learners find out how long it takes to fly from the UK airport to the gateway airports.
Homework: Learners find codes for a destination with more than one airport, such as New York or Paris, using the internet.
Take it further (homework): Provide learners with different travel destinations in or around New York. Learners to identify which would be the most convenient airport (JFK or Newark) for each destination, explaining why.Unit 13: Airports and Airlines (Topic A1)4Topic A.2 Major gateways (cont.)
Airports, e.g. London Heathrow, Budapest Ferenc Liszt, New York John F Kennedy
Three-letter codes, e.g. LHR, BUD, JFK
Train terminals, e.g. St Pancras International (London, UK), Gare du Nord (Paris, France), Penn Station (New York, USA), Sirkeci (Istanbul, Turkey)
Seaports (passenger ferry or cruise ports), e.g. Bilbao (Spain), St Malo (France), Miami (USA).Teacher-led discussion: Discuss homework on New York air gateways.
Group activity: Discuss the pros and cons of UK travellers having a choice of airports in selected popular destinations, e.g. Paris, New York. Using Paris as an example, explain that low-cost airports are not always the most central.
Class discussion: Gateways to Paris and Europe by air, ferry, road, rail (including Eurostar, Channel Tunnel).5Topic A.2 Major gateways (cont.)
Airports, e.g. London Heathrow, Budapest Ferenc Liszt, New York John F Kennedy
Three-letter codes, e.g. LHR, BUD, JFK
Train terminals, e.g. St Pancras International (London, UK), Gare du Nord (Paris, France), Penn Station (New York, USA), Sirkeci (Istanbul, Turkey)
Seaports (passenger ferry or cruise ports), e.g. Bilbao (Spain), St Malo (France), Miami (USA).Teacher presentation: Introduce the main seaports and sea routes of the UK. Look at a website showing a round-the-world cruise itinerary.
Paired research: Learners identify other ferry gateways to five European countries.
Take it further (homework): Provide learners with examples of a Mediterranean cruise from the UK versus a fly cruise. Learners compare and contrast these and decide which they would prefer to do, explaining why.6Topic A.3 Types of destination
European destinations:
summer sun, e.g. Benidorm, Algarve, Faliraki
winter sun, e.g. Playa de las Americas, Paphos, Madeira
winter sports, e.g. Chamonix, Zermatt, Sauze dOulx, Lillehammer
countryside area, e.g. Lake Garda, Black Forest, Bernese Oberland
city breaks, e.g. Barcelona, Paris, Prague
cruise areas, e.g. Aegean, Mediterranean, Norwegian fjordsTeacher introduction: Explain the different types of European destinations.
Small group work: Learners locate different types of destinations around Europe using atlases and brochures. Coordinate class to illustrate large, blank wall maps with destination names and images.
7Topic A.3: Types of destinations (cont.)
Worldwide destinations:
beach resort, e.g. Palolem (Goa, India), Bondi Beach (Sydney, Australia), Miami Beach (Florida, USA)
city breaks. e.g. New York, Cape Town, Istanbul
islands, e.g. Jamaica, Mauritius, Ko Samui
winter sports, e.g. Aspen, Banff, Nagano
UNESCO World Heritage Sites, e.g. The Great Wall, Great Barrier Reef, Grand CanyonTeacher introduction: Different types of worldwide destinations and tour operator website and blank wall map.
Small group work: Learners research different types of destinations in a selected continent. Ensure all continents are covered within the class.
Individual activity: Create presentation slides and practice presentation. 8Topic A.3: Types of destination (cont.)
Worldwide destinations Learner presentation: Range of destinations and identification/location of named destinations in a selected continent.
Class discussion: similarities and differences between continents and their attraction for UK visitors.9Topic A.4: Examples of international travel routes (cont.)
Examples of typical routes of European air travel (departure points, destinations, air carriers, timings) e.g. Newcastle Airport (NCL) to Bangkok International Airport (BKK), stopping at Dubai Airport (DXB), using Emirates airline, departing on Thursday 21 June, arriving 12:25 Friday June 22Teacher introduction: Briefly explain time zones and recap 24-hour clock. Carry out simple calculations to check understanding.
Teacher demonstration: Show a range of European airline websites and how to use flight-finding websites.
Individual activity: Based on a given selection of European routes (e.g. London to Rome), learners to use different websites to search possible direct routes.Unit 5: Factors affecting Worldwide Travel and Tourism (Topic A2)
Unit 13: Airports and Airlines (Topic A1)10Topic A.4: Examples of international travel routes (cont.)
More examples of typical routes of European air travel (departure points, destinations, air carriers, timings)Teacher presentation: Use airline websites for worldwide routes and show worked examples of finding routes.
Teacher-led activity: Practice examples with class, then learners produce worked examples to check understanding. Vary complexity according to ability and develop activities to include indirect flights.
Take it further (homework): Learners to choose one European and one worldwide destination and suggest a suitable air travel route for a traveller from the UK, explaining why. They should include information about where the traveller lives in the UK and their reasons for travelling to the selected destinations via their chosen route.Unit 5: Factors affecting Worldwide Travel and Tourism (Topic A2)
Unit 13: Airports and Airlines (Topic A1)11-12Assignment 1
Tasks for 2A.P1, 2A.P2, 2A.M1
Use authorised assignment briefs from Pearson. Alternatively, use adapted or centre-devised assignment briefs.Assessment: evidence will be in the form of completed maps showing gateways and destinations. Typical routes could be in the form of a presentation and/or written format.
Learners to start work on Assignment 1 and complete in their own time as required.
Learning aim B: Investigate the appeal of international travel and tourism destinations to different types of visitor13Topic B.1 Features
The features at, or near, a destination will contribute to its appeal. Different features will appeal to different types of visitorsTeacher introduction: What makes a holiday destination? Give overview and discussion of key features of holiday destinations.
Teacher presentation: Select a clip from YouTube showing some key features. Learners watch and take notes.
Individual activity: Learners carry out additional research on the selected destination.
Group activity: Learners produce and share brochure descriptions. 14Topic B.1 Features (cont.)
Natural features e.g. climate, mountains, lakes, rivers, beaches, forests
Teacher introduction: Introduce different natural features and their links to different types of holidays.
Group research: Learner groups take a selected natural feature and find examples of three holidays in destinations in different continents that are based around that natural feature.
Group activity: Use Google Earth to locate and tag features.
Class discussion: Learners discuss the appeal of natural features for different types of holidays and different visitor types and draw comparisons.Unit 5: Factors affecting Worldwide Travel and Tourism (Topic A1)15Topic B.1 Features (cont.)
Local attractions, e.g. historical sites, heritage sites, religious sites, theme parks, museums, aqua parks, events Teacher presentation: Give examples of different types of local attractions. Identify where attractions are a primary reason for travel to some destinations.
Individual activity: Learners match attraction names to pictures and locate them in the correct countries and continents.
Paired activity: Learners create a poster of attractions in a destination of their choice, and deliver short presentations to explain their attraction for different visitor types.16Topic B.1 Features (cont.)
Accommodation, e.g. hotels, campsites, apartments, villas, youth hostelsTeacher introduction: Identify visitor needs and link to accommodation types.
Paired/small group activity: Learners research named accommodation in Las Vegas. Ensure groups cover all themed hotels between them. Learners then produce a class display.
Take it further (homework): Provide learners with some example case studies and ask them to write their own, explaining how a particular accommodation type in a destination of their choice appeals to visitors. 17Topic B.1 Features (cont.)
Facilities and services, e.g. local transport, shops, markets, nightlife, sport and leisure, sightseeing opportunities, restaurants, weddingsIndividual activity: Learners respond to email request for information on facilities and services during stopover on a long-haul flight. They share and discuss their findings and identify excellent examples of facilities and services.
Homework: Learners find an interesting fact, or an example of a cultural feature, in preparation for the next lesson.18Topic B.1 Features (cont.)
Cultural features e.g. festivals, local cuisine, siestas, religious practices, pilgrimages, values and traditions, language
Special interest tourism e.g. health tourism, religious tourism, music, sport, dark tourism, volunteeringTeacher introduction: Give an overview of key cultural features, and review learners interesting facts from their homework. Use targeted questioning to develop awareness and importance of cultural appeal.
Small group activity: Each group can focus on a special interest. Learners review special-interest brochures and give example locations, identifying target customers and explaining why the destinations would appeal to them. 19Topic B.2 Types of visitor
Needs and characteristics of different types of visitor in relation to the appeal of international destinations:
Types of visitor, e.g. families, groups, customers of different ages, customers of different cultures, non-English-speaking customers, customers with specific needs, e.g. the south of France would appeal to families because the younger families enjoy the beach and the older family members need the peace and enjoy the foodTeacher introduction: Question and answer activity to highlight differing needs. Match needs of different types of visitors to different features.
Paired activity: Learners draw spidergrams that identify customer characteristics and needs.
Individual activity: Provide learners with a selection of worldwide travel brochures (safari, honeymoon, camping, cruising, skiing etc.) and have learners identify the different visitor types that each type of holiday is targeting. 20Topic B.2 Types of visitor (cont.)
Types, needs and characteristics
Individual, then paired, activity: Learners research how a destination meets specific customer needs.
Paired activity: Learners each select a destination and pair up to compare their appeal for different types of visitors.Unit 6: The Travel and Tourism Customer Experience (Topics B1, B2)21-22Assignment 2: Tasks for 2B.P3, 2B.M2, 2B.D1
Use authorised assignment briefs from Pearson or adapted or centre-devised assignment briefs.Assessment: evidence could be in the form of a multimedia presentation or information booklets.
Learners to start work on Assignment 2 and complete in their own time as required.Learning aim C: Be able to plan international travel to meet the needs of visitors23Topic C.1 Plan international travel
Information sources, e.g. guidebooks, tourist leaflets, atlases, holiday brochures, tourist information centres, websitesTeacher-led discussion: Discuss the ease of use, pros and cons of different information resources.
Paired activity: Learners use information retrieval carousel, using different sources to carry out teacher-devised activities of varying levels to provide differentiation.
Take it further (homework): Learners to choose a destination they would like to visit and research their choice using a variety of different sources. Learners to then analyse the different information sources, producing a table to report back to the class on the advantages and disadvantages of each one.24Topic C.1 Plan international travel (cont.)
Needs and characteristics of different types of visitor, in relation to planning holidays
Guest speaker presentation: Invite someone from a travel agency to talk about planning holidays for different types of visitor. Learners prepare questions in advance. Unit 6: The Travel and Tourism Customer Experience (Topics B1, B2)25Topic C.1 Plan international travel (cont.)
Planning:
visitor requirements, e.g. dates/time of year
travel requirements, e.g. air, cruise rail, combination
accommodation requirements, e.g. standard of accommodation, type of accommodation, board basis, e.g. full-, half-board
motivation, e.g. relaxation, activity, culture, special occasion
features, e.g. natural features, cultural features, facilities and services
budgetSmall group activity: Learners practice writing customer profiles and designing questions for the role play activity. Unit 11: Delivering the Travel and Tourism Customer Experience (Learning aim B)26Topic C.1 Plan international travel (cont.)
Planning (cont.)
Small group activity: In threes, learners carry out role play as a travel consultant, customer or observer. They can use the internet and holiday brochures to ask questions and find a suitable holiday for customers. Teacher to observe and give feedback and actions to develop skills.Unit 11: Delivering the Travel and Tourism Customer Experience (Learning aim B)27Topic C.1 Plan international travel (cont.)
Itinerary: date and time of travel, mode of travel, departure and destination location, type of accommodation, board basis, specific features includedTeacher presentation: Explain the purpose and content of an itinerary.
Group work: Learners produce an itinerary.
28Topic C.1 Plan international travel (cont.)
Itinerary (cont.)
Small group activity: Learners analyse how holidays might be adapted to meet different customer needs and make recommendations.
Paired activity/individual activity: Learners review each others itineraries and provide constructive feedback. 29-30Assignment 3
Tasks for 2C.P4, C.M3, 2C.D2
Use authorised assignment briefs from Pearson. Alternatively, use adapted or centre-devised assignment briefs.Assessment: Evidence could be in the form of itineraries, supported by role plays or written proposals.
Learners to start work on Assignment 3 and complete in their own time as required.TOTAL: 30 hours
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BTEC Level 3 National Children's Play, Learning and Development
Teaching and Assessment Pack
Unit X [TITLE]
BTEC First Travel and Tourism
Unit 4: International Travel and Tourism Destinations
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