travel and tourism sow - front page (word 97-2003)

8/14/2019 Travel and Tourism SOW - Front Page (Word 97-2003)

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SCHEME OF WORK FOR TRAVEL AND TOURISM

0471 IGCSE

For Year 9 to Year 11


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TABLE OF CONTENT

TOPIC/ TITLE PAGE NO.

1. Working Committees 22. Teachers Guide and Reminders

2.1. Scheme of Assessments

2.2. Scheme of Works

2.3. Suggested / Recommended Textbooks for Teachers References

2.4. Recommended Websites

3

3

4

5

3. Time Frame Allocated for The Programs3.1. 2 Years Program

3.2. 3 Years Program

6

6

6

4. Recommended Time or Teaching Periods 6Travel and Tourism IGCSE Scheme of Work for Year 9, 10 and 11 (2 AND/ OR 3 Years Program)

UNIT 1 - The Travel and Tourism Industry (Introduction) UNIT 2 - Features of Worldwide Destinations

UNIT 3 - Customer Care and Working Procedures

UNIT 4 - Travel and Tourism Products

UNIT 5 - Marketing and Promotion

UNIT 6 - The Marketing and Promotion of Visitors Services (Coursework)

7

712

15

18

24

32

UNIT 6 - (Paper 3 Coursework Investigation)

Guidelines in Producing the Coursework Report

The Title of Research Project Should be

Choice of Titles

Suggested Titles by C.I.E.

Suggested Titles (Using Local Examples)

Guidelines for Assessment of Coursework

34

34

34

34

35

36

37


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1. TRAVEL AND TOURISM 0471 IGCSE SCHEME OF WORK COMMITTEES

NO. NAME TASK SCHOOL

1SITI MARIENAH BTE HJ UMAR

HEAD OF CO ORDINATOR

UNIT 1S.M SAYYIDINA HASAN

2SITI NABIELAH BTE HJ KAMIS

CO ORDINATOR for UNIT 1 and

NOTES for UNIT 1S.M SAYYIDINA HASAN

3NORIZZAH BTE HJ OTHMAN

CO ORDINATOR for UNIT 2


4APIZAWATI BTE HJ PERUDIN



5HJH KASMAWATI BTE HJ LATIF


NOTES for UNIT 3S.M SAYYIDINA UMAR

6HJH SITI BTE PUNGUT


NOTES for UNIT 3S.M AWG SEMAUN

7PG HJH NOR INTAN BTE PG SALLEH


NOTES for UNIT 4

S.M MENGLAIT

8HJH NORBANEI EFAH BTE HJ MOHD YUSOF


NOTES for UNIT 4S.M SULTAN SHARIF ALI

9HJH ROSLAILA BTE HJ JUNI


NOTES for UNIT 5S.M RIMBA

10ZATUL IFFAH BTE HJ HASAN


NOTES for UNIT 5S.M BERAKAS

11NORKHATIJAH BTE HJ ZAINAL


NOTES for UNIT 5S.M MUDA HASHIM

12GUDAIHENAH BTE YADAI

CO ORDINATOR for PLANNING AND ALLOCATION

OF PERIODS and ICTS.M PJNPHAB ,MUMONG

13RADIMAN BIN HJ IDRIS

CO ORDINATOR for TEACHING ACTIVITES and

RESOURCES FOR TEACHERS

MAKTAB ANTHONY ABELL,

SERIA

14MD SHUKRIWAN HJ ABD LATIFF

CO ORDINATOR for TEACHING ACTIVITIES and

RESOURCES FOR TEACHERS

S.M SAYYIDINA OTHMAN,

TUTONG


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2. TEACHERS GUIDE AND REMINDERS2.1. Scheme of Assessment

All candidates will take Paper 1 and either Paper 2 or Paper 3.

I. Paper 1 (2 hours)This paper comprises four scenario - based questions which require candidates to provide short answers. This is known as the CORE

(Unit 1 to Unit 4)

II. Paper 2 ( 2 and 1/2 hours Alternative to coursework )This paper comprises scenario - based questions, which require candidates to provide short answers. It is based on the contents of unit 5. Thispaper requires a broad understanding of t he principles of marketing and promotion of the ways in which marketing and promotion are used

within the Travel and Tourism industry.

III. Paper 3 ( Coursework Investigation Centre Based Assessment )The investigation is directed towards the content of unit 6 , and should allow candidates to apply their knowledge and skills of this area of the

Travel and Tourism industry .It requires a basic understanding of the principles of the marketing and promotion of visitor services.

IV. Marks will be allocated between the papers on the following basis:Paper Weighting

1 60%

2 40%

3 40%

2.2.

Scheme of work (S.O.W)

I. The Scheme of Work (S.O.W) provided is just the guidelines for the Travel and Tourism teachers.

II. The Topics for each of the Units are following the Syllabus p rovided by the C.I.E.

III. Each of the objectives for every unit is narrowed down to meet the aim of the Syllabus.

IV. The Suggested Activities/ Approaches Column is the list of suggested that can be used by the teachers as some guidelines. Any additional

activities and/ or approaches are also welcome.


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V. Teachers Resources/ Teaching Aids column is the list of possible resources and teaching aids that each teacher can refer to. Any additional

resources are also welcome.

2.3. Suggested / Recommended Textbooks for Teachers ReferencesNO. TITLE AUTHOR PUBLISHED PUBLISHER

1 ABTAs Guide to Working in Travel Verita Relly Colins 1996 Travel Trading Co

2 Cambridge Career Award in Travel and Tourism: Standard

Level

Ann Rowe, John D. Smith

and Fiona Borein

2002 Cambridge University Press

3 GCSE Travel and Tourism Ward, John 1997 Longman Higher Education

4 International Tourism Vellas, Francois, Becherel

Lionel

1995 Palgrave Macmillan

5 Managing Tourism Medlik, S. 1995 Butterworth Heinemann

6 The Business of Tour Operation Yale, Pat 1995 Longman

7 The Travel Industry in Britain Horner, Pauline 1991 Nelson Thornes

8 Tourism Destinations Davidson, Rob

Maitland, Robert

1997 Hodder Arnold H & S

9 Travel Agency Practice Horner, Pauline 1996 Longman

10 Travel and Tourism in Europe Davidson, Rob 1998 Longman Higher Education11 Managing People & Activities Burton, Rosemary 1997 Longman Higher Education

12 Travel Geography for Tourism: Part 1: UK Horner, Pauline 1993 Nelson Thornes

13 World Travel Atlas 8th

Edition Hazelhurst, Bill 1999 Columbus Travel Publishing

14 The World Travel Dictionary Korniczky, Peter 1999 Columbus Travel Publishing

15 Methods of Statistical Analysis of Fieldwork Data Peter St. John & Dave

Richardson

1996 Geographical Association

16 Methods of Presenting Fieldwork Data Peter St. John & Dave

Richardson

1997 Geographical Association

17 Statistical in Geography for A Level Students John G. Wilson 1984 Schofield and Sims

18 Complete A to Z Leisure and Tourism Handbook Youell, Ray 1996 Hodder Arnold H & S

19 A to Z Geography Coursework Handbook (Including

Investigative Skills)

Skinner, Redfern and

farmer

2001 Hodder Arnold H & S

20 Tackling Geography Coursework Bowen and Pallister 1997 Hodder Arnold H & S


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2.4. Recommended WebsitesNO WEBSITES TEACHING UNIT

1 http://www.businesstraveller.com 1, 4,5

2 http://www.visitbritain.org 1

3 http://www.towd.com 1,4,5

4 http://www.worldclimate.com 2

5 http://www.unwto.org/index.php 1

6 http://www.travelnotes.org 2,4,5

7 http://www.tourismbrunei.com/home.html 1,2,4,5 (LOCAL CASE STUDY)

8 http://www.eturbonews.com 1,2,4,5

9 http://www.travelweekly.co.uk 1,2,4,5

10 OTHER WEBSITES RECOMMENDED BY C.I.E.WEBSITES USEFUL FOR

I. http://www.americaexpress.com

II. http://www.cybrary.com.sg/

II. http://www.staruk.org.uk

III. http://www.towd.com

IV. http://www.travelchannel.co.uk

V. http://www.world-tourism.org

Business Travel.

Singapore Visitor Arrivals data.

United Kingdoms Tourism Facts and Figures

Worldwide Directory Tourism Offices.

Travel Education Project, Learners Pack.

World Tourism Organization.


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3. TIME FRAME ALLOCATED FOR THE PROGRAMSThere are two periods that can be allocated for this program (2 y ears program and 3 years program). The following can provide a guideline for teachers

to make proper arrangements with their school administration

3.1. 2 YEARS PROGRAMYEAR 9

(2 YEARS PROGRAM)

YEAR 10

(2 YEARS PROGRAM)

UNIT 1 UNIT 4

UNIT 2 UNIT 5 OR

UNIT 3 UNIT 6 COURSEWORK

3.2. 3 YEARS PROGRAM

4. RECOMMENDED TIME OR TEACHING PERIODS2 YEARS PROGRAM 3 YEARS PROGRAM

4 Periods per week

For 30 minutes per period = 2 hours per week. For 35 minutes per period = 2 hours and 20 minutes per week.

5 Periods per week

For 30 minutes per period = 2 hours and 30 minutes per week. For 35 minutes per period = 2 hours and 55 minutes per week

Note: The allocation of periods per day can be different according to each schools academic section.

YEAR 9

(3 YEARS PROGRAM)

YEAR 10

( 3 YEARS PROGRAM )

YEAR 11

( 3 YEARS PROGRAM)

UNIT 1 UNIT 3 UNIT 5 ORUNIT 2 UNIT 4 UNIT 6 COURSEWORK


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5. TRAVEL AND TOURISM IGCSE SCHEME OF WORK FOR YEAR 9, 10 AND 11 (2 AND/ OR 3 YEARS PROGRAMM E )UNIT: 1 - THE TRAVEL AND TOURISM INDUSTRY (INTRODUCTION)

Learning

Outcome

( Sub topics )

Objectives Periods Suggested activities / approaches

Resources /

Teaching Aids

1.1

Introduction

to Tourism

Industry

1. To understand and explain the

structure or the international

travel and tourism industry.

2. Students should know all theimportant key terms in tourism.

Definitions of the industry:

Travel

Travel services

Tour operators

Tourism services

Tourist classification.

3. To know and identify the

important key terms and able to

distinguish between them:

The awareness of roles of

tourist boards,

Travel agents,

Tour operators, Accommodation providers,

Transport providers,

Tourist attractions,

Catering outlets,

Entertainment venues

Ancillary tourist services.

2 weeks

(2 years

programme)

3 weeks

(3 years

programme)

1. Identify and provide examples of the main travel and

tourism component activities present in the local

area. Place these into suitable categ ories, such as:

Entertainment Travel

Transport

Catering

Accommodation

Sport and leisure

Other tourists attractions.

2. Make a research for each category by interviewing

someone in the travel and tourism industry

(fieldwork/ field trip).

3. Collect local tourism brochures in your area

and create a wall display (group work/ individual

work).

4. Analyze the current range of products and services

available using the categories already identified, by

means of:

Tally chart

Bar chart

Pie chart

Refer to teachers

resource guide and

notes.

Textbooks/Internet.

The local areas

tourist or visitor

guide.

The Columbus Guide

to World Tourist

Attractions.

Newspaper adverts.

Local Government

sites/tourismprovides web pages.

Leaflets and

brochures.


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5. Identify the total number of travel and tourism

suppliers and express the number in each category as

a percentage.

1.2

Investigation

and Analysis

of Evidence in

tourism.

1. Students should be able to

understand, investigate and analyze:

Tables, data, graphs,

2. Students should be able to construct:

Pie chart,

Graphs and tables from statistic.

3. Students should understand and

appreciate the significance of tourism

within local area

4. Students should understand that

people who travel have different

needs.

1 week

(2 years

programme)

1 week

(3 years

programme)

1. Introductory exercise. All students interview each other

and find out their top ten needs and wants when choosing

a holiday.

2. Define the different types of tourists.

For example: the 1998 Dubai Passenger survey 45% Business

44% Leisure

8% VFR

3% Not classified

(ALL the above can be different according to your

selected country/ countries)

3. Now try to identify the variety of different products and

services that these leisure and business travellers willhave used within the chosen destination.

Refer to teachers

resource guide and

notes.

Textbooks /Internet.

Newspaper adverts.

Local Government

sites/tourism provides

web pages.

Leaflets and

brochures.

1.3

Social,

cultural,

economic and

environmental impact of

travel and

tourism.

1. Students should be able to know and

identify the differences between :

Social impact on tourism

(positives and negatives impact)

Cultural impact on tourism

(positives and negatives impact)

Economic impact on tourism

(positives and negatives)

3 weeks

(2 years

programme)

4 weeks

(3 years

programme)

1. Create a chart that identify the differences in terms of

economic, social and environmental impacts that can

occur at a major tourism destination (PLEASE try to start

with local examples first and followed by other countries).

2. Small group research on individual tourism destinations,

listing all the positive and negative impacts that occur

(Groups activity to compare findings).

3 Explain in details about the multiplier effect

(PLEASE try to produce a simple and local example first)

Refer to teachers

resource guide and

notes.

Textbooks/Internet.

Case studies :

Brunei

Malaysia

Singapore


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Environmental impact on tourism

( positives and negatives )

4 Identify any negative effects due to the following:

Interest rates

Foreign exchange rates Part-time and seasonal employment rates

(TRY to provide a simple activity in the classroom

foreign exchange between

Brunei and Malaysian currencies)

5 Identify and provide examples of the key issues involved

in tourist/host encounters within the chosen area.

Positive aspects might include:

Increased employment opportunities

Preservation of traditional culture, folklore, festivals Better recreational facilities

Better infrastructure

Negative aspects might include:

Decline in traditional employment

Population migration

Seasonal underemployment

Exposure to alternative lifestyle(s)

Increased crime

Decline in importance of traditional way of life

6 Invite a guest speaker from a local tourism organization to

explain the benefits of tourism

7 Investigations about the local areas built and natural

environment. Use a local map to identify examples of

positive effects e.g. Conservation of heritage sites

Regeneration and redevelopment of derelict sites

Pollution controls

Traffic management schemes etc.

Facts and figures from.

local /national touristboard and

Government digest of

national statistics.

Local newspaper

reports and articles.

Magazines.

Areas development

plan. Example case

studies of particular

developments.

Local maps.


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8 Identify examples of negative effects e.g.

Urban sprawl

Traffic congestion 'Honeypot' sites

Footpath erosion

Loss of open space

Water supply issues

Wildlife habitats

Loss of bio-diversity

Water and air pollution

9 Divide group into hosts and visitors debatepositive/negative aspects of environmental impacts.

1.4

Role of

National

Government

on tourismindustry.


understand the role of government

on tourism and how governments

effort and action can have an impact

on developing tourism industry.

1 week

(2 years

programme)

1 week

(3 years

programme)

1 The need to promote and attract tourism by

discussing how different agencies/interested

parties might play a part in promoting tourism

includes methods such as trade shows,

advertising, role of embassies in foreigncountries, role of Royal Brunei Airlines etc.

2 Compare the local situation with that of an

other important location such as Dubai in

terms of :

National organizational structure.

Regional/ local organizational structure.

Policy.

Operational procedures Number of offices (internal and international).

Refer to teachers

resources guide and

notes

Textbooks/Internet

Details of national

Department of

Tourism .

Local Brochures and

Leaflets

Newspaper

Case studies:

Brunei Darussalam

Singapore

Malaysia


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1.5

Provision ofTravel and

Tourist

Information

centers. Local

and overseas.

1. Students should know the needs and

methods used to promote tourismindustry.

2. Students should be able to identify

the provision of tourist facilities and

services available at tourist

information centers.

2 weeks

(2 yearsprogramme)

3 weeks

(3 years

programme)

1. Conducts project to students concerning tourist

information centers that are available locally and askedstudents to conduct interviews with the operators of the

information centers and if possible to interview tourists

on highly asked questions.

Refer to teachers

resources guide andnotes

Textbooks/Internet

Case studies :

Brunei

Singapore

United Kingdom

1.6

The patterns

of demand for

international

travel and

tourism.


identify:

The patterns of demand for

international tourism

Historic trends of international

tourism

Volume and values

Major tourism generators andreceiving countries in the world.


understand some of the

characteristics of tourism generating

and receiving countries

2 weeks

(2 years

programme)

3 weeks

(3 years

programme)

1. Compile a list of the top 10 nations for tourist and visitor

arrivals. Compare statistics for previous years and identify

'winners' and 'losers'.

2. Discuss reasons why some nations may not be included in

the listing and make suggestions as to why some countries

are more successful at receiving tourists than others.

3. Look at the 10 countries identified previously. Find out

indicators level of economic development statistics for

each nation examples :

Population size and % of children

Per capita GNP

Birth and death rates

Population doubling time

Employment structures % urbanized

Refer to teachers

resource guide and

notes.

Textbooks/Internet.

World Travel and

Tourism CouncilJournal and Website

Maps and Atlas


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UNIT: 2 - FEATURES OF WORLDWIDE DESTINATIONS

Learning

Outcome( Sub topics )

Objectives Periods Suggested activities / approachesResources / Teaching

Aids

2.1

Knowledge of

the main

global

features.

Students should be able:

1. To Identify and locate main

continental land masses, ocean and

seas.

2. To locate and describe the worldsmajor cities in relation to their

importance as major transport hub

and destination.

3. To work out the local time of a

particular destination relative GMT.

2 weeks

(2 years

programme)

3 weeks

(3 years

programme)

1. On a blank world map, name the seven continents and

the major oceans and seas.

2. Mark the major lines of latitude (Equator, Tropics,

Arctic and Antarctic Circles)

3. Mark the main lines of longitude (Greenwich Meridianand International dateline).

4. Mark and name the worlds top 10 cities for air

passenger transport

5. For each city ,state its local time relative to GMT

Atlas

Blank world map

Teachers resource

guide and notes

Textbooks/Internet

Holiday Brochures

2.2

Awareness of

different time

zones and

climate.

Students should be able to understand

and know :

1. The relationship between global

position (longitude) and time zones.

2. The relationship between global

position (latitude) and physical

environment (climate)

3. The influence of climate on tourisme.g. altitude, temperature, sunshine,

precipitation, humidity, wind.

2 weeks

(2 years

programme)

3 weeks

(3 years

programme)

1. Choose at least one destination in each of the

following major environments

Equatorial

Tropical

Sub-tropical

Temperate

Arctic

2. For each, identify the following climatic variables:

Hottest months

Coldest months Annual range of temperature

Wettest season

Total rainfall

Atlas

World map

Teachers resource

guide and notes

Textbooks/Internet

Columbus WorldTravel Guide


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2.3

Investigation

and Analysis

of Evidence.


understand the key features of a

destinations climate conditions that

have an effect on travel and tourism.

2 weeks

(2 years

programme)

3 weeks

(3 years

programme)

1. Choose any two contrasting destinations and compare

them in terms of climate, pointing out key implications

for tourism development, such as:

Effect of relief (shelter, aspect etc)

Temperatures (daily, seasonal variations etc)

Hours of sunshine

Rainfall (amounts, variations, potential hazards

e.g. flood / drought)

Humidity (comfort, need for air-conditioning)

Winds (period of storm / calm etc.)

Hours of sunshine Rainfall (amounts, variations, potential hazards

e.g. flood / drought)

Atlas

World map

Teachers resource

guide and notes

Textbooks/Internet

Statistic obtained

from local touristpublications,

brochures or travel

guides.

2.4

Investigate

travel and

tourism

destination.

1. Students should be able to appreciate

the varied nature of destinations and

to understand the key factors in their

development

2 weeks

(2 years

programme)

3 weeks

(3 years

programme)

1. Choose any destination (local/ regional) and examine

how it has changed through time ( at least for the last

ten years or so ) in terms of :

New building development

Numbers of visitors ( day visits , overnight visits

and overseas visitors )

new events

New attractions

Variety of locations within the destination and

their use The agents of tourism development and the roles

of the private ,public and voluntary sectors

Support facilities in place .

Teachers resource

guide and notes

Textbooks/Internet

Case studies :

Brunei Darussalam

Malaysia

Singapore


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2.5

The features

which attract

tourists to a

particular

destination


and know the features of location

and understand the factors that make

it a tourist destination examples

climate, cultural, religion etc.

2 weeks

(2 years

programme)

3 weeks

(3 years

programme)

1. Find an example of each of the following and obtain

an image and description of each location:

Beach resort

Historical destination

Conference / major event venue

Ski resort

Inclusive holiday centre

Countryside area

2. Using the image only, describe the reasons certain

groups of tourist might be attracted to it.

Atlas

World map

Teachers resource

guide and notes

Textbooks/Internet

Case studies andexamples

Holiday brochures

Tourist information

Advertisements

Destination guides

2.6

Factors

influencing

destination

appeal


and appreciate the major factors

influencing destination appeal. 2 weeks

(2 years

programme)

3 weeks

(3 years

programme)

1. Select a destination and create a leaflet to show

destination appeal including:

Location ( landscape features )

Climate

Accessibility ( internal and external )

Accommodation Attractions ( natural and built )

Culture (dress, arts and crafts, performance,

language and religion )

Teachers resource

guide and notes

Textbooks/Internet

Holiday brochures

Tourist information

Advertisements


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UNIT: 3 - CUSTOMER CARE AND WORKING PROCEDURES

Learning

Outcome

( Sub topics )

Objectives Periods Suggested activities / approachesResources / Teaching

Aids

3.1

Dealing with

customers

and

colleagues

Students should be able to :

1. Describe the importance of following

customer care policies

2. Describe the necessity of good team

work.

3. Describe the importance of courtesy,

tact and diplomacy recognized when

dealing with customers and any

specific needs.

4. List down and describe the procedures

for handling complaints.

2 weeks

(2 years

programme)

3 weeks

(3 years

programme)

1. Consider what good customer service actually involves

(e.g. the contents of a Welcome Host one-day training

programme). An investigative study visit could then be

made to a local travel and tourism provider in order for

students to gain firsthand knowledge of appropriate

operational procedures.

2. On the basis of such a visit, a report on the company

investigated should be produced company aims and

objectives, including mission statement etc.

Structure, covering internal organization and

operational segments

Job description for a particular job role under

consideration

Working conditions

Methods of communication for both internal

and external customers

Teachers resource

guide and notes

Textbooks/Internet

Visit to at least one

appropriateorganization such as:

Travel agency

Tourist

Information

Center

Hotel

Transport

operator

Visitor Attractions

3.2

The essential

personal skills

required

when workingin the travel

and tourism

industry


1. Define personal and interpersonal

skills.

2. List down and describe the essential

personal and interpersonal skills.

3. Explain the importance of personal

presentation, clear speech, numeracy

and literacy skills.

4. Identify the applications of technology

2weeks

(2 years

programme)

3 weeks

(3 years

programme)

1. On the basis of either an investigative visit or through a

role-play simulation, the need for the following skills

should be exemplified and evaluated:

Personal skills:

Verbal communication Foreign languages

Report writing

Computer literacy and a range of ICT skills

Numeracy

Listening skills

Investigative skills

Teachers resource

guide and notes

Textbooks/Internet

Visit to an appropriate

organization.

Tutor-generated

customer services

role-play scenarios


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(Computerized reservation systems,

other information technologies such as

telephone, video text, facsimile,internet).

Personal qualities:

Working under pressure

Ability to manage stressful situations

Ability to make quick decisions

Business-like appearance

Sense of humour

Warm manner

Enthusiasm

Ability to work in a team

Work to deadlines

Common sense

To be self-motivated

e.g.

buying/selling a

holiday, arranging car

hire facilities , asking

for help in a tourist

information centre,

booking a hotel for a

group over the

telephone.

Case studies :

Brunei Darussalam

Job description

3.3

Basic

procedures

when

handling

enquiries,

making

reservations

and receiving

money


1. List down the procedures when

handling the customers requirements

correctly upon receipt of an enquiry:

In person In writing

By telephone

Fax

Email.

2. List down the procedures when making

simple reservation.

3. State or list down procedures of issuing

receipts and recording payment

2 weeks

(2 years

programme)

3 weeks

(3 years

programme)

1. Students can work in pairs / groups to simulate the

following customer/ employee encounters.

booking a holiday

Complete brochure booking page for a

specific holiday

Keep a record of the transaction

Receipt given and payment recorded

planning a long haul trip

Identify flight availability from the Internet

Confirm dates and times of travel

Plan airport transfer from customers home

to arrive at check-in time

Use Internet, brochures or leaflets to

identify hotel accommodation and costs at

destination Convert all costs into local currency, using

published exchange rates

Produce an itinerary for both examples

Teachers resource

guide and notes

Textbooks/Internet

Holiday brochures

Bus and Train

timetables

Visit a local travel

agency to observe and

gain firsthand

experience on the use

of booking systems.

Tape record student

role play (these can

then be used to

improve performance)


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3.4

Reference

sources to

obtain

information


1. List down ways on how to prepare or

obtain the accurate timetables, travel

brochures and tariffs used.

2. List down and describe the steps in

preparing the itinerary to meet

customers requirements.

3. Identify the computerized information

systems and relevant technology to

obtain information such as:

Worldspan Sabre

Galileo

World Wide Web

4. Identify the exchanged rate lists

devised and used.

1 week

(2 years

programme)

1 weeks

(3 years

programme)

Case studies :

Brunei Darussalam

3.5

The

presentation

and

promotion of

tourist

facilities

1. Students should be able to list down

methods on promotion of tourist

facilities such as

Visual displays for shop window

Advertisements

Leaflets

Brochures

Internet

2. Students should be able to understand

that tourist facilities can use a variety

of presentational and promotional

methods.

1 week

(2 years

programme)

2 weeks

(3 years

programme)

1. Students should investigate their local area and act as a

mystery shopper (If possible, teacher may need to guide

and help the students).

2. Students should then investigate examples of the

following for a variety of travel and tourism

organizations

Window displays what is on offer?

Adverts local press, guides and tourist

publications Promotional leaflets and flyers

Brochures

WebPages

Teachers resource

guide and notes

Textbooks/Internet

Record of personal

investigations.

Local press ,guides,destination manual

and other printed

sources of information

Case study :

Brunei Darussalam


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UNIT: 4 - TRAVEL AND TOURISM PRODUCTS

Learning

Outcome

( Sub topics )

Objectives Periods Suggested activities / approachesResources /

Teaching Aids

4.1

Tourism

products

Students should be able to:

1. Describe the inter-relationship

between travel and transport.


between catering and accommodation.


between travel and attraction.


between leisure and recreation and

business facilities.

1 week

(2 years

programme)

2 weeks

(3 years

programme)

1. Draw table to compare the complete range of facilities

used by incoming business and leisure visitors.

2. Students should have already investigated travel and

tourism provision within the local area. They should

now be able to compare the complete range offacilities used by incoming leisure and business

visitors.

3. Students prepare a 5 minutes presentation on the

range of facilities used by leisure and business visitors.

Local tourist

information sources,

e.g. guide book and

destination manual

(Brunei Year Book)

Text book/Internet

Teachers resource

guide and notes

4.2

Components

of tourism

products


1. State and describe the three different

types of tourism product such as:

Package holidays,

An all-inclusive holiday,

An independent long haul trip.

1 week

(2 years

programme)

2 weeks

(3 years

programme)

1. Compare three types of tourism product available

from your local area or international. Research an

example of each of the following:

A typical family package holiday

An all-inclusive holiday

An independent long haul trip including return

flight, accommodation for ten nights in two

locations and car hire .

2. Students provide named details of what each will

involve the relative costs and come to a conclusion as

to which offers the best value for money.

Use materials

available from a

local travel agency

or from the internet.

Collect images to

help illustrate each

product

Text book/Internet

Teachers resource

guide and notes


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4.3

Ancillary

services

Students should be able to

1. Define ancillary services.

2. State and describe the range (varieties)

of ancillary services provided such as

marketing, reservations, guiding, and

currency.

3. With reference to local examples,

identify and describe the range of

ancillary services made available by:

A large local hotel within the localarea.

Local tourist information centre or

office.

A local historical or cultural

attraction (if any).

1 weeks

(2 years

programme)

3 weeks

(3 yearsprogramme)

1. Students (in pairs) compare the range of ancillary

services made available by each of the following:

A large hotel within your local area

Your local tourist information centre or office

A local historic or cultural attraction

2. Students suggest reasons for their findings

Brochures

Personal visit to any

local hotels

Teachers resource

guide and notes

Textbooks/Internet

4.4Roles of tour

operators


1. Define tour operator.

2. Describe the varieties of tour

operators products such as transport

plus accommodation.

3. Describe the characteristics of tour

operators.

4. Give the meaning with examples the

different types of tour operator such as

mass market, specialist, domestic,

incoming, direct sell, and incoming tour

operators.

1 week(2 years

programme)

1 weeks

(3 years

programme)

1. Define and give examples for each of the followingtypes of tour operator:

Mass market

Specialist

Domestic

Incoming

Direct sell

Independent

2. Choose any one product provided by a particular

operator and explain how:

It has been put together

It has been influenced by integration and

economies of scale

It varies in price on a seasonal basis

Consumer protection is offered

Text book and casestudies of particular

operators

Brochures

Visit to travel

operators where

appropriate

Textbooks/Internet

Teachers resource

guide and notes


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5. Explain how the types of tour operator

has been put together, influence by

integration and economics scale, variesin price on seasonal basis, and

consumer protection offered.

4.5

Roles of retail

travel agents


1. Define tour agents.

2. Describe the different products and

varieties of services offered by the tour

agents.

3. Describe the job roles and

responsibilities of tour agents.

4. Describe the operational procedures of

tour agents.

5. Describe how tour agents involved

with professional/trade organizations.

1 weeks

(2 years

programme)

2 weeks

(3 years

programme)

1. Students research (in pairs/ group) into a local tour

agency. Key aspects to investigate include:

Range of products available Variety of services available

Job roles and responsibilities

Operational procedures

Involvement with professional /trade organization

School visits or text

book case study

Travel brochures

Textbooks/Internet

Teachers resource

guide and notes

Case studies:

Brunei Darussalam,And/or South East

Asian Countries.

4.6

Support

facilities for

travel and

tourism


1. Identify the features of the built

environment (utilities, roads,

telecommunications, airports, ports).

2. Investigate how they are funded, link

with level of economic development.

3. Identify the range of accommodation

providers available. (Hotels, hostels,

apartments, guest houses and camp

sites.

1 weeks

(2 years

programme)

2 weeks

(3 years

programme)

Activity 1:

1. Students research the infrastructure in the local area

and compare with that of another destination, paying

particular attention to the range of facilities available

and their sequence of economic development.

2. Identify the type and range of accommodation

available which include:

Hotels

Hostels

Apartments

Guest houses

Camp sites

For activity 1:

Investigation of the

local area and use of

an appropriate case

study

Local maps

Textbooks/Internet


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4. Choose and describe the products and

services available.

5. Explain how the properties classifiedusing grading criteria.

6. Obtain a map showing public transport

within local area.

7. Assess the accessibility of the areas in

terms of journey time, costs and

availability of services. Areas include:

8. Airport, Central Business District,Major event venue, three leading

visitor attraction, main tourist hotel

and main sport stadium.

Activity 2 (pair work):

1.Choose an example of each type and range of

accommodation available and describe the products

and services available

1. Explain how such accommodation can be

classified using various grading criteria

2. Examine occupancy trends of these

accommodation within your area

Activity 3 (individually):

1. Obtain a map showing public transport within the

local area. Assess how accessible each of the following

are, in terms of journey time, costs and availability of

services:

Airport

Central business district

Major event venue

Three leading visitor attractions

Main tourist hotel

Main sports stadium

For activity 2:

Local areas

destination manual

Sample promotional

materials

Statistics and

grading criteria from

local tourist board

Tourist brochures

For activity 3:

Tourist map and

transport leaflets

Timetables

Textbooks/Internet

4.7

Features of

worldwide AirTransport in

relation to

major

international

routes


1. Choose and locate one importantinternational carrier

2. Identify its route network (charter or

schedule, domestic or international).

3. Investigate frequency of service on the

routes.

1 week

(2 years

programme)

1. Choose an important international carrier and

identify its route network.

2. Investigate frequency of service on these routes.

3. Provide details about what is available for First,

Route maps from in-

flight publications

Textbooks/Internet

Teachers resource

guide and notes


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4. Give details of services available for

First, Business and Economy Class

passengers on such routes.

5. Compare the international carrier withlocal airline.

6. Suggest reasons for the differences

identified.

2 weeks

(3 years

programme)

Business and Economy class passengers on such

routes.

4. compare the chosen carrier with your national

airline (Royal Brunei Airlines).

5. suggest reasons for the various differences that you

identify

Case Studies: Brunei

Darussalam, etc

4.8

Features of

worldwideSea Transport

in relation to

major

international

routes


1. Choose and locate one important

international ferry route and major

cruise circuits.

2. Identify the main services operated

3. Provide details of the ferry and the

cruise used.

4.

Describe the products and services

available on board.

5. Identify and explain the passenger

facilities available in the home ferry

port and terminal.

1 week

(2 years

programme)

2 weeks

(3 years

programme

year 10)

1. On a blank world map, outline name and locate themajor international ferry routes and the major cruise

circuits

2. Choose an example of an important international ferry

route and also an example of an international cruise

circuit. For each:

Identify the main service operators

Provide details of the vessels used

Describe the products and services available on-

board explain the passenger facilities available in

the home ferry port and terminal.

Brochures andrelated websites of

cruise operator sites

and ferry operator

sites

Textbooks/Internet

Teachers resourceguide and notes

Case Studies: Brunei

Darussalam,

Malaysia etc


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4.9

Features of

worldwide Rail

and Road

Transport in

relation to major

international

routes.

Students should be able to

1. Choose and locate one majorinternational rail journey and one

motor transport in tourism.

2. Provide the itinerary details.

3. Describe the products and services

available for passengers.

4. Assess the type in terms of costs ofoperation, itinerary, journey time,attraction and convenience.

5. Consider the advantages and

disadvantages for each different type of

transport.

1 week

(2 years

programme)

2 weeks

(3 years

programme)

1. Students choose an example of a major rail

journey, popular with international travelers for

e.g. Euro routes, Blue Train, Orient Express

2. Students present findings to group and provide

details of the itinerary and describe all the

products and services available for passengers.

3. Compare a fly-drive holiday package with an

international coach tour package in terms of

costs, itinerary, journey time, attraction and

convenience.

4. Explain the advantages and disadvantages for

each different types of customer

Brochures featuring

rail packages and

related Internet

websites

Route maps of rail

and road journey

Timetables of major

rail and road journey

Textbooks/Internet

Teachers resource

guide and notes

Maps and Atlas

Textbooks/Internet


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UNIT: 5 - MARKETING AND PROMOTION

Learning

Outcome

( Sub topics )

Objectives Periods Suggested activities / approaches

Resources /

Teaching Aids

5.1

Role and

Function of

Marketing and

Promotion


1. Define marketing and promotion.

2. Identify and explain why marketing and

promotion are important to travel and

tourism providers

3. Identify the advantages of marketing

and promotion to increase:

Sales and profitability.

Competitive advantage.

Positive organizational and product

image.

Customer satisfaction.

1 weeks

(2 years

programme)

1 weeks

(3 years

programme)

1. Introduce role and function of marketing and

promotion (including definitions of marketing

from Chartered Institute of marketing)

2. Discussion on how organizations use marketing

and promotion to increase customer numbers, togenerate sales, and to create a positive image of

the company and its products.

3. Show picture examples of marketing and

promotional activities done by local, national or

international travel and tourism providers.

4. Students are to be split into groups (each group

consists of 2 or 3 members). Each group need to:

Develop one travel and tourism product

Design ways to market and promote this

product effectively to travelers and tourists.

5. Student debate: Customer is king- Why

customers play a vital role to travel and tourism

providers.

Local or

international

newspapers/

magazines cuttings

on marketing and

promotion of travel

and tourismproducts

Local and

international travel

and tourism

pamphlets/

brochure

Text book/Internet

CIE support guide

Teachers resource

guide and notes

5.2

Marketing and

promotion

techniques used

in travel and


1. Describe the main marketing and

promotion techniques used in travel and

tourism such as the use of primary

marketing research techniques e.g.

1 week

(2 years

programme)

Market research.

1. Assessment of customer needs and wants and

how promotional activities target wants more

than needs.

For market research

Copies of

questionnaire,

surveys, statistical

reports of tourism


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tourism Self-completion questionnaires.

Telephone surveys.

Face to face interviews

2. Describe the use of secondary marketingresearch techniques eg

internal information

external information

1 weeks

(3 yearsprogramme)

2. Understanding on how organization finds out

what customers actually want from a specific

travel and tourism product or service.

3. Identifying different types of market research

(primary market research techniques and

secondary market research techniques)

4. Activity: ( Pair work )

In pairs, students design a questionnaire and

conduct research

trends, census data

Textbooks/Internet

CIE support guide

5.3

S.W.O.T


1. Identify the Strength Weaknesses

Opportunities Threats (SWOT) in

marketing and promoting.

1 week

(2 years

programme)

2 weeks

(3 years

programme)

SWOT analysis

Explanation include:

Definition of SWOT analysis, focusing on the

strengths and weaknesses faced and where

marketing opportunities currently exist and need

exploiting, and identifying who the competition is

and what their current marketing activities involve.

Activity:

a. Research on internet and carry out own

SWOT analysis on a chosen case study.

b. Students devise ways in which a travel

and tourism provider can use information

gained from a SWOT analysis.

For SWOT analysis

Internet search

under tourism

SWOT analysis-

regular updates of

new initiatives

carried out by

government Tourist

Agencies provide

useful case study

examples

Textbooks/Internet

5.4

P.E.S.T


1. Analyze the Political, Economic, Social,

and Technological influences (PEST) that

has impact on marketing and promotion.

1 week

(2 years

programme)

PEST analysis


Definition of PEST analysis (Political, Economic, Social

and Technological influences on travel and tourism

For PEST analysis

Internet search

under tourism PEST

analysis- regular

updates of new


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2 weeks

(3 years

programme)

products and services)

Activity:

a. Research on internet and carry out ownPEST analysis on a chosen case study

b. Identify what the information from a

PEST analysis may tell travel and tourism

providers.

initiatives carried

out by Government

Tourist Agencies

provide useful case

study examples

Internet/Textbooks

5.5

The

development ofan effective

marketing mix

(product, price,

place and

promotion)


1. Create an effective marketing mix whichare Product, Price, Place and Promotion

1 week

(2 years

programme)

2 weeks

(3 years

programme)

Analysis of market research data:


1. Compare sources of types of data2. Assess how data makes marketing decision

(use survey results previously conducted)

3. Exploration of issues of information

reliability, results bias and cost effectiveness.

For analysis of

market research

data:Survey results

previously

conducted

Secondary sources

of data

Internet / TextbooksCase studies

5.6

Market

Segmentation

and targeting


1. Identify the different market segments

targeted by travel and tourism providers

and able to recognize: the main market

segments targeted :

Geographic.

Demographic model.

Lifestyle

1 week

(2 years

programme)

2 weeks

(3 years

programme)

Explain:

1. Different categories of customers.

2. How market can be broken down into

different segments; geographical influences,

lifestyle influences, socio- economic

classifications and general demographics

Activity:

Students do research to identify different products

and services aimed at specific types of customers.

Copy of socio-

economic

classification used in

business

Local and

international traveland tourism

brochures

Newspaper/ travel

magazines

Internet/Textbooks


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5.7

Interpretation

and Evaluation

of Travel andtourism

products.


1. Explain how specific travel and tourism

products are developed to cater for the

needs and expectations of differentmarket segments tourism products

offered :

Package holidays.

Availability of transport.

Accommodation and catering.

Tourist information services.

Tourist attractions

Students should understand the importance

of the tourism products offered to the

targeted market segment, for examples:

Families

Single

Groups

Type of customer

Different ages and gender

Specific needs Special interest

Quality ,economy ,value for money

1 week

(2 years

programme)

2 weeks

(3 years

programme)


1. Features /characteristics of each tourism

product offered. (by constructing mind map)

2. How segmentation can be used to target types

of customers towards a specific product or

services

Students do research through newspapers, travel

magazines and internets on various tourism products

offered and identify the importance of these various

tourism products to the targeted market segments.

Local and

international travel

and tourism

brochures

Newspaper/ travel

magazines

Guest speaker

(representative from

travel agents or

other tourism

providers)

Videos of TV

advertising

TV travel

programmes

Internet/Textbooks

5.8

Product as part

of the Marketing

Mix.

1. Students should be able to identify and

explain the differences between travel

and tourism products and services.


and identify the 4 types of products:

Tangible

Homogeneous

Separable

Storable

1 week

(2 years

programme)

1. Construct a table or mind map to show

comparison between products and services.

2. Explain the characteristics of the four types of

products and services.

3. Discuss examples of products and services

Internet/Textbooks

Brochures

Leaflets to support

local, national and

international

examples of travel

and tourism


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and identify the 4 types of services :

Intangible Heterogeneous

Inseparable incapable of being

stored

2 weeks

(3 years

programme)

Activity:

1. Students work in pairs, each pair need to do

a 5 minutes presentation of one type of

tourism product or service of their choice.

2. Contents of presentation should include:

Definition of type of product or service

Examples of type of product or service

Picture or visual of the product or

service (if possible)

providers of

products and

services

Manila card

A4 Coloured papers

Teachers resource

guide and notes

5.9

Investigate the

development

and modification

of travel and

tourism products

and services


understand the use of the product life

cycle which includes :

Introduction

Growth

Maturity

Decline

2 weeks(2 years

programme)

2 weeks(3 years

programme)


1. Introduce the six stages of the Product Life

Cycle.

2. Discussion with students of the significance

of each stage in determining marketing

activities.

3. Individual research project identifying

travel and tourism products and services ateach stage of Product Life cycle

Copy of product life

cycle which can be

found in Textbooks.

Internet

Teachers resource

guide and Textbooks

2. Students should be able to investigate

the development and modification of

travel and tourism products and services

through branding which includes :

Features

Packaging

Price

Promotion

Target market segment

1 week

(2 years

programme)

1 week

(3 years

programme)

1. Compare product features, packaging, logos,

price, promotion and target audience of various

travel and tourism products and services.

2. Identify a range of branded holiday products

and their appeal described against those ofunbranded products.

3. Explore on how changes to brand identity causes

the travel industry to be in constant flux.

Internet search for

travel and tourism

providers logos

Case studies-advertisements,

brochures and

magazines


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3. Students should be able to identify the

development of a product and service

mix to different market segments and

study ways in which tourismorganizations develop a product

portfolio.

2 weeks

(2 yearsprogramme)

2 weeks

(3 years

programme)

1. Explain product portfolio.

2. Explain how tour operators in particular develop

a range of similar products, marketed at different

customer types, emphasizing the slight

differences in product features etc.

Activity (individually):

Each student does a research on different tour

operator and presents findings to the rest of the

class. Findings should include:

nature of the product portfolio offered

reasons why such a portfolio will be of

benefits to the organization and to

customers (travelers and tourists)

Examples of large,

internationally

renowned tour

operators and therange of holiday

packages they offer

to different market

segments through

brochures

Internet/Textbooks

Teacher resources

guide and notes

5.10

Price as part of

the Marketing

Mix

1. Students should be able to investigate a

range of common pricing policies used in

the travel and tourism industry.

The main pricing policies used includes:

Market penetration.

Market skimming.

Discount pricing.

Variable pricing.

Loss leader pricing.

Special offers.

1 week

(2 years

programme)

2 weeks

(3 years

programme)

1.Explain the different strategies available to traveland tourism providers

2.Suggest reasons why each strategy might be mostappropriate

3.Compare variety of case studies - which pricingpolicy to use and when

Textbooks theory on

pricing strategies

used in business

internet.

Internet

Teachers resource

guide and note


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2. Students should be able to identify and

explain the factors that determine

pricing policies.

Factors that determine pricing policies:

Profitability

Subsidies

Competitors

Customers expectation

1 week

(2 years

programme)

1 weeks

(3 years

programme)

Discuss factors affecting price: fixed and variable

costs, seasonality, likely number of customers etc.

Activity:

a. In pairs, students use case studies to compare

and discuss factors influencing pricing policies.

b. Each pair will prepare a 10 minutes

presentation of their work/ findings.

Textbook

information

Brochures

Newspapers and

Magazines

Internet/Textbooks

5.11

Place as part of

the Marketing

Mix

1. Students should be able to investigate

the factors that influence the selection

of a location for travel and tourism

facilities.

Factors includes :

Costs

Availability of suitable premises

Character of area

Local and transient population

Adjacent facilities

Access/transport links

Availability of staff

1 week

(2 years

programme)

1 weeks

(3 years

programme)

Explain factors that will need to be considered in

choosing the right location for the siting of a new

national airport.

Activity:

a. Individual work - locating a new tourist attraction

e.g. theme park, zoo etc.

b. Debate location and impacts for a chosen travel

and tourism facility such as a tourist attraction.

Map of area of

resident

Local newspaper

Internet/textbooks

Teachers resource

guide and notes

2. Students should be able to Identify and

explain the range of distribution

channels for travel and tourism productsand services.

The main distribution channels includes :

Direct selling

Wholesalers

Retailers

Mail order

1 week

(2 years

programme)

1 weeks

(3 years

programme)


1. Definitions of main distribution channel

available

2. Diagrammatic representations

3. Discuss advantages and disadvantages of each

form of distribution channel.

Copy of channels of

distribution

diagrams

Textbooks/Internet

Teachers resource

guide and notes


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Internet

Global Distribution systems

Activity:

Individual research task - Internet search for direct

tourism providers

5.12

Promotion as

part of the

Marketing Mix

1. Students should be able to explore the

main methods of promotion used in the

travel and tourism industry.

Methods of promotion :

Advertising

Publicity ( brochures and Leaflets )

Point of sale displays Public relations

Direct marketing

Sales promotions

Personal selling

Videos

Internet

1 week

(2 years

programme)

1 weeks

(3 years

programme)

1. Explore the huge range of promotional materials

available to travel and tourism providers.

Activity:

Visit the local tourist information centre and

assess, collect and discuss findings on

promotional materials used.

2. Consider definitions of publicity, public relations,

direct marketing, personal selling etc;

3. Identify specific industry based examples of

promotional material

Activity:

a. In Pairs, compare promotional materials to

judge effectiveness

Range of

promotional

materials available

from tourist

information centre-

leaflets, guidebooks,

brochures, videos,websites, point of

sale displays etc

Textbooks/Internet

Teachers resource

guide and notes

2. Students should be able to Identify and

explore the factors that are considered

when producing effective promotional

materials.

The factors are :

Costs Target market segments

Timing

Brand image

AIDA (attention, interest, desire,

action)

1 week

(2 years

programme)

1 weeks(3 years

programme)

1. Discuss the constraints of advertising and

promotion

2. Explore key concepts - who maintains

advertising standards to ensure consumer

protection? And how to produce an effective

piece of promotional material - factors toconsider

Activity:

Ask students to produce a piece of promotional

material for a selected travel and tourism provider

Range of

promotional

materials available

from tourist

information centre-

leaflets, guidebooks,brochures, videos,

websites, point of

sale displays etc.


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UNIT 6 - THE MARKETING AND PROMOTION OF VISITOR SERVICES (COURSEWORK)

6.1 The operation, Role and function of Tourist Boards (National, regional and Local) and Tourist Information Centers.

a) Investigate the operation of tourist boards and tourist information centers.

i) Size, organizational structure, sources of funding, channels of communication, accountability.

b) Explore the role and function of tourist boards and tourist information centers

i) Marketing and promotional research, information services, advice or consultation and quality standards.

6.2 The Provision of Tourist Products and Services.

a) Explore the range of products available.

i) Guide books and maps, souvenirs.

b) Explore the range of services.

ii) Information services , reservations systems , destination management systems ,

park-and-ride , guiding services

6.3 Basic Principles of Marketing and Promotion.

a) Identify and explain why marketing and promotion are important to travel and tourism providers.

i) Increased sales/usage/profitability, competitive advantages, positive organizational and product image, customer satisfaction.

b) Identify the main marketing and promotional techniques used in travel and tourism.

i) Primary marketing research techniques self-completion questionnaires, telephone surveys, interviews.ii) Secondary marketing research appropriate use of visitor surveys, local, regional and national research.

6.4 The Marketing Mix.

a) Describe and explain the composition of the marketing mix the four Ps i.e. Product, Price, Place and Promotion.


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b) Product: Investigate the main differences between products and services.

c) Price: simple description of the range of policies that exist.

d) Place: Investigate the factors that influence the selection of a location for travel and tourism facilities costs, availability of suitable premises,

character of area, local and transient population, adjacent facilities, access/transport links, availability of staff.

e) Promotion: Explore the main ways in which tourist boards and information canters promote tourism products, services facilities and events.

i) Methods of promotion used in the travel and tourism industry ( advertising , publicity ( brochures , leaflets , flyers ) , point of sale displays ,

public relations , direct marketing , sales promotions , personal selling , videos, internet ).

6.5 Leisure Travel Services.

a) Explore the contribution that tourist boards and tourist information canters make towards the leisure travel market.

i) Development of packages for the leisure market

ii) Exploitation and support of special events, festivals and attractions.

iii) Development of calendar of events.

6.6 Business Travel Services.

a) Explore the contribution the tourist boards and tourist information canters make towards the business travel market.

i) Development of packages for the corporate and convention markets

ii) National, regional and local conferences, trades fairs and exhibitions.


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UNIT 6 (PAPER 3 COURSEWORK INVESTIGATION)

There is no scheme of work for Unit 6. Teacher/s can come up with any suitable question and are advised to refer to:

Coursework Guidelines for Teachers provided by CIE.

Important reminder **

Teachers are encouraged to choose coursework because it can help students to score higher marks compare to taking paper 2 (un it 5) **

Guideline in Producing the Coursework Report

Every report should comprise the following:

1. Title page.

2. List of contents.

3. Introduction.

4. Statement of the hypothesis and a list of the main aims.

5. Methods for the collection of evidence.

6. Representation of data.7. Analysis and interpretation of the data.

8. Evaluation and conclusion.

9. Bibliography, sources and acknowledgements.

The title of research project should be:

1. Straight forward.

2. Try not to be ambitious.

3. Can be share (same title given to students).4. Must be local area/s so that it can be reached easily.

5. 3000 words excluding data and diagrams.

6. If the teacher want to do coursework teach unit 6 first then unit 5.

7. The project must be concerning Marketing and Promotion as align with syllabus content (unit 6).


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Choice of Titles:

The title for the investigation should answer either:

a. A statement which the investigation then goes on to test.OR

b. A question which the investigation then attempts to answer.

It is advisable to have several aims, each of which is connected to a chosen method of collecting evidence.

The title for the investigation needs to be carefully selected by the teacher, taking into consideration such factors as the general level of ability of the candidates, so

that each one maximizes his or her potential and practical considerations such as:

a. The numbers of visits that will be required for collecting evidence

b. How familiar staff are with the chosen area to simplify planning the investigation

c. The range of possibilities for collecting a variety of primary evidence

d. The amount of available secondary information about the area for the candidates to use.

Suggested Titles by CIE:

1. To what extent have increased marketing and promotion influenced the recent development of X as a tourist centre?

2. What are the main methods used in the marketing and promotion of the tourist industry/attraction at X?

3. Which Tourist Information Centre is most efficient at marketing and/or promotion of a particular tourist attraction, the one at X or the one at Y?

4. What are some of the main methods of marketing and promotion used by the tourist information canters at X and Y?

5. Which methods of marketing and promotion are considered to be most successful by the tourist at a particularlocation?

6. In what ways does the marketing and promotion of leisure tourism differ from that of business tourism?

7. To compare the tourist products and services available at X and Y.

8. To compare the effectiveness of a selected range of methods of promoting the tourism product at tourist location X.

9. To compare the types of marketing and/or promotional activities/method of a local Tourist Board and the Tourist Information Centre.


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10.To compare the marketing and promotion of leisure and business tourism in a tourist location.

11.To study the importance of marketing and/or promotion in the increase in business tourism at location X.

12.To compare the marketing and promotion of two different attractions within a tourist location.

Suggested titles (using local examples):

1. Discuss the market and promotion activities in Kg Ayer as a tourist location

2. To compare the tourist product and services available at the Empire Hotel and Rizqun International Hotel

3. Discuss the main methods used by Darussalam Holdings to market and product their products.

4. Evaluate the effectiveness of the methods used in marketing and promotion in (Must use specific place of tourist location).

5. To compare the tourist products and services at Royal regalia and Brunei handicraft center. (Candidates must use the same level of product/services. In this

case better use between 2 travel agencies)

6. To investigate the market and promotion that influences the development of Kg Ayer as a tourist center.

7. To compare the types of market and promotion activities of Sukang longhouses with Belalong National Park in Brunei.

8. Compare and contrast, the marketing and promotion of 2 cultural tourist destinations in Brunei. ( Kg Ayer or Museum )


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Guidelines for Assessment of Coursework

Total Marks = 60 marks in which needs to be converted into 40% of the total mark for the course.

Reminder** Summary Table of Marks and Assessment Criteria can be found inside CIE Syllabus guide and Assessment of Coursework. **

NO. CRITERIA MARKS ALLOCATED

1 KNOWLEDGE WITH UNDERSTANDING 9 MARKS

2 INVESTIGATION SKILLS AND REPRESENTATION OF EVIDENCE

Observation and Collection of Evidence

Organization and Representation of Results

9 MARKS

9 MARKS

3 ANALYSIS AND INTERPRETATION OF EVIDENCE 21 MARKS

4 EVALUATION AND CONCLUSIONS 12 MARKSTOTAL MARKS: 60

travel and tourism sow - front page (word 97-2003)

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