Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

Transcription

1 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) September 2015 Version 1.0 Qualification Handbook

2 Qualification at a glance Industry area City & Guilds qualification number Travel and Tourism Age group (Key Stage 5), 19+ Entry requirements Assessment Additional requirements to gain this qualification Grading Approvals Support materials Registration and certification External quality assurance Centres must ensure that any pre-requisites stated in the What is this qualification about? section are met. To gain this qualification, candidates must successfully achieve the following assessments: One externally set, externally moderated assignment One externally set, externally marked test, sat under examination conditions Optional unit assessments as required Employer involvement in the delivery and/or assessment of this qualification is essential for all candidates and will be externally quality assured. This qualification is graded Pass/Merit/Distinction/Distinction* For more information on grading, please see Section 7: Grading. These qualifications require full centre and qualification approval Sample assessments Guidance for delivery Guidance on use of marking grids Registration and certification of this qualification is through the Walled Garden, and is subject to end dates. This qualification is externally quality assured by City & Guilds, and its internally marked assignments are subject to external moderation. There is no direct claim status available for this qualification. Title and level Size (GLH) City & Guilds qualification number Ofqual accreditation number Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) /7555/2 2 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

3 Contents 1 Introduction 5 What is this qualification about? 5 Qualification structure 7 Assessment requirements and employer involvement 8 2 Centre requirements 9 Approval 9 Resource requirements 9 Learner entry requirements 9 3 Delivering technical qualifications 10 Initial assessment and induction 10 Employer involvement 10 Support materials 10 4 Employer involvement 11 Qualification approval 11 Monitoring and reporting learner engagement 11 Types of involvement 11 Types of evidence 13 Quality assurance process 13 Sufficiency of involvement for each learner 13 Live involvement 13 Timing 13 5 Assessment 14 Summary of assessment methods and conditions 14 What is synoptic assessment? 16 How the assignment is synoptic for this qualification 16 External test for stretch, challenge and integration 16 Optional unit assessments and integration into the synoptic qualification content 16 Assessment objectives 17 Test specification 18 6 Moderation and standardisation of assessment 19 Internal standardisation 19 Supervision and authentication of internally assessed work 19 Moderation 20 Post-moderation procedures 20 Centres retaining evidence 20 Use of technology and innovation 20 7 Grading 21 Grade descriptors 21 8 Administration 23 External quality assurance 23 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 3

4 Enquiries about results 23 Re-sits and shelf-life of assessment results 24 Factors affecting individual learners 24 Malpractice 24 Access arrangements and special consideration 24 Unit 310 Special interest holidays and independent travel 26 Unit 311 Responsible tourism 31 Unit 312 Worldwide adventure tourism 39 Unit 313 Developing an entertainment programme in travel and tourism 45 Unit 314 Leisure travel services 51 Unit 330 Conferences and events 59 Unit 331 Resort representative 65 Unit 333 Development of tour operators products and services 71 Unit 334 Planning and delivering guided tours 77 Unit 335 The cruise industry 82 Unit 336 Role of ground handling agent 87 Appendix 1 Sources of general information 94 4 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

5 1 Introduction What is this qualification about? The following purpose statement relates to the City & Guilds Advanced Technical Diploma in Leisure, Travel & Tourism (450) Area OVERVIEW Who is this qualification for? What does this qualification cover? Description This qualification is for you if you are over 16 and wish to gain employment in the leisure, travel & tourism sector. You might have achieved the Level 3 Advanced Technical Diploma in Travel & Tourism before starting this course although it is not necessary. Achieving this qualification will provide you with the knowledge required to give you options of careers within this area. By undertaking this qualification you will learn the knowledge required by employers in this sector to successfully gain employment. In order to achieve this you will undertake the following mandatory topics: Special interest holidays and independent travel Responsible Tourism Worldwide adventure tourism Developing an entertainment programme in travel and tourism Leisure Travel Services WHAT COULD THIS QUALIFICATION LEAD TO? Will the qualification lead to employment, and if so, in which job role and at what level? You will then select 2 of the following topics in order to gain the full qualification: Conferences and events Resort Representative Development of tour operators products and services Planning and delivering guided tours Cruise industry Planning holidays for special groups Role of a ground handling agent Centres and providers work with local employers who will contribute to the knowledge and delivery of training. Employers will provide demonstrations and talks on the industry and where possible work placements will also be provided by the employers. Specific roles will vary according to the type of area of work you wish to focus on, but typically one of these roles is likely: travel agent contact centre resort representatives Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 5

6 tourist information representative ski chalet host. Will the qualification lead to further learning? If there are larger and/or smaller versions of this qualification or it is available at different skills levels, why should a student take this particular one? You will have the opportunity to enter employment, or undertake further learning such as: University events management City & Guilds Advanced Technical Diploma in Business Travel Travel Consultant Apprenticeship Business or Leisure This qualification, which may build on the learning you will have achieved if you took the Level 3 Technical Certificate in Travel & Tourism, will focus on specific areas of the travel & tourism sector. By achieving this qualification you will prepare for a career in either travel (contact centre), resort representative, ski chalet host or tourist information/representative in the UK, which might be typically based around the regions. WHO SUPPORTS THIS QUALIFICATION? This qualification is likely to be taken in year 2 of the travel & tourism programme. This will enable you to enhance your knowledge and undertake further learning around the specific areas of the industry enabling you to enhance your career options within the area of leisure, travel & tourism. Industry ABTA 6 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

7 Qualification structure For the Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) the teaching programme must cover the content detailed in the structure below: Unit number Mandatory Unit title 310 Special interest holidays and independent travel Responsible Tourism Worldwide adventure tourism Developing an entertainment programme in travel and tourism Leisure travel services 90 Optional Learners must be taught at least 120 GLH from units , Conferences and events Resort representative Development of tour operators products and services Planning and delivering guided tours The cruise Industry Role of a ground handling agent 60 GLH Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 7

8 Assessment requirements and employer involvement To achieve the Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) candidates must successfully complete both the mandatory assessment components as well as the optional assessment components for their chosen optional units. Component number Mandatory Title 004 Externally set, externally moderated synoptic assignment 003 Externally set, externally marked test Optional 330 Conferences and events 331 Resort representative 333 Development of tour operators products and services 334 Planning and delivering guided tours 335 The cruise industry 336 Role of a ground handling agent In addition, candidates must achieve the mandatory employer involvement requirement for this qualification before they can be awarded a qualification grade. For more information, please see guidance in Section 4: Employer involvement. Employer involvement Component number Mandatory Title 831 Employer involvement 8 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

9 2 Centre requirements Approval New centres will need to gain centre approval. Existing centres who wish to offer this qualification must go through City & Guilds full Qualification Approval Process. There is no fast track approval for this qualification. Please refer to the City & Guilds website for further information on the approval process: Resource requirements Centre staff should familiarise themselves with the structure, content and assessment requirements of the qualification before designing a course programme. Centre staffing Staff delivering these qualifications must be able to demonstrate that they meet the following requirements: be technically competent in the areas in which they are delivering be able to deliver across the breadth and depth of the content of the qualification being taught have recent relevant teaching and assessment experience in the specific area they will be teaching, or be working towards this demonstrate continuing CPD. Physical resources Centres must be able to demonstrate that they have access to the equipment and technical resources required to deliver this qualification and its assessments. Internal Quality Assurance Internal quality assurance is key to ensuring accuracy and consistency of tutors and markers. Internal Quality Assurers (IQAs) monitor the work of all tutors involved with a qualification to ensure they are applying standards consistently throughout assessment activities. IQAs must have, and maintain, an appropriate level of technical competence and be qualified to make both marking and quality assurance decisions through a teaching qualification or recent, relevant experience. Learner entry requirements Centres must ensure that all learners have the opportunity to gain the qualification through appropriate study and training, and that any prerequisites stated in the What is this qualification about? section are met when registering on this qualification. Age restrictions This qualification is approved for learners aged 16 19, 19+. Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 9

10 3 Delivering technical qualifications Initial assessment and induction An initial assessment of each learner should be made before the start of their programme to identify: if the learner has any specific training needs, support and guidance they may need when working towards their qualification, the appropriate type and level of qualification. We recommend that centres provide an introduction so that learners fully understand the requirements of the qualification, their responsibilities as a learner, and the responsibilities of the centre. This information can be recorded on a learning contract. Employer involvement Employer involvement is essential to maximise the value of each learner s experience. Centres are required to involve employers in the delivery of technical qualifications and/or their assessment, for every learner. This must be in place or planned before delivery programmes begin in order to gain qualification approval. See Section 4: Employer involvement for more detail. Support materials The following resources are available for this qualification: Description Sample assessments Guidance for delivery Guidance on use of marking grids How to access Available 2016 on the qualification pages on the City & Guilds Website: 10 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

11 4 Employer involvement Department for Education (DfE) requirements state: Employer involvement in the delivery and/or assessment of technical qualifications provides a clear line of sight to work, enriches learning, raises the credibility of the qualification in the eyes of employers, parents and students and furthers collaboration between the learning and skills sector and industry. [Technical qualifications] must: require all students to undertake meaningful activity involving employers during their study; and be governed by quality assurance procedures run by the awarding organisation to confirm that education providers have secured employer involvement for every student. Extract from: Vocational qualifications for 16 to 19 year olds 2017 and 2018 performance tables: technical guidance for awarding organisations, DfE (2015) paragraphs City & Guilds will provide support and quality assurance of employer involvement. Qualification approval To be approved to offer City & Guilds technicals, the centres must provide an action plan showing how every learner will be able to experience meaningful employer involvement, and from where sufficient and suitable employer representatives are expected to be sourced for their learners. Centres must include in their plan sufficient activities throughout the learning programme that provide a range of employer interactions for learners. Centres must also describe how they will make contingencies for learners who may miss events through absence. Centres which cannot show sufficient commitment from employers and/or a credible activity plan will be given an action for improvement with a realistic timescale for completion. Approval will not be given if employer involvement cannot be assured either at the start of the qualification, or through an appropriate plan of action to address this requirement before the learner is certificated. Monitoring and reporting learner engagement Employer involvement is a formal component of this qualification so centres must gather evidence that demonstrates that each learner has been involved in meaningful employer based activities against the mandatory content before claiming the Employer involvement component for learners. Centres must record the range and type of employer involvement each learner has experienced. These records must be available for review by External Quality Assurers (EQAs) on request. Types of involvement Centres should note that to be eligible, employer involvement activities must relate to one or more elements of the mandatory content of this qualification. This does not mean that employer involvement in the optional units is not valuable, and centres are encouraged to consider this wherever appropriate. This will be quality assured by City & Guilds and any candidate who does not meet this criteria will not be able to achieve the qualification certificate. As the aim of employer involvement is to enrich learning and to give learners a taste of the expectations of employers in the industry area they are studying, centres are encouraged to work creatively with local employers. Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 11

12 Employers can identify the areas of skills and knowledge in their particular industry that they would wish to see emphasised for learners who may apply to work with them in the future. Centres and employers can then establish the type of input, and which employer representative might be able to best support these aims. To be of most benefit this must add to, rather than replace the centre s programme of learning. Some examples of meaningful employer involvement are listed below. Employer involvement not related to the mandatory element of the qualification, although valuable in other ways, does not count towards this element of the qualification. The DfE has set out activities that are and those that are not eligible as meaningful employer involvement as follows 1,2 : Meaningful employer involvement: In all cases participating industry practitioners and employers must be relevant to the industry sector or occupation/occupational group to which the qualification relates. students undertake structured work-experience or work-placements that develop skills and knowledge relevant to the qualification 3 ; students undertake project(s), exercises(s) and/or assessments/examination(s) set with input from industry practitioner(s); students take one or more units delivered or co-delivered by an industry practitioner(s). This could take the form of master classes or guest lectures; industry practitioners operate as expert witnesses that contribute to the assessment of a student s work or practice, operating within a specified assessment framework. This may be a specific project(s), exercise(s) or examination(s), or all assessments for a qualification. The following activities, whilst valuable, do not meet the requirement for meaningful employer involvement: employers or industry practitioners input to the initial design and content of a qualification; employers hosting visits, providing premises, facilities or equipment; employers or industry practitioners providing talks or contributing to delivery on employability, general careers advice, CV writing, interview training etc; student attendance at career fairs, events or other networking opportunities; simulated or provider-based working environments eg hairdressing salons, florists, restaurants, travel agents, small manufacturing units, car servicing facilities; employers providing students with job references. Below is guidance on the type of activities that can be considered employer involvement for this qualification. Employers could be employed to aid learner s progress by acting as guest speakers to cohort groups. Guest speaker s experiences and the opportunity for learners to ask questions, linked to assignment tasks, could benefit whole groups of learners. The use of scenario led tasks are essential in the assessment of this qualification. Work can be set in the context of case studies from local employers. Visits to companies/shows/exhibitions will enhance this aspect of the qualification. A partnership approach should be adopted where possible with employers with whom the centre has links, and with employers used for work experience placements. 1 As extracted from: Vocational qualifications for 16 to 19 year olds 2017 and 2018 performance tables: technical guidance for awarding organisations 2 This list has been informed by a call for examples of good practice in employer involvement in the delivery and assessment of technical qualifications - Employer involvement in the delivery and assessment of vocational qualifications 3 DfE work experience guidance 12 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

13 It would be helpful for tutors to develop a method of maintaining contact with a range of employers in the sectors who may be able to help with keeping the examples of legislation, policies and codes of practice used in the taught content up to date. Types of evidence The types of evidence required to support a claim for this component will vary depending on the nature of the involvement. Eg for a guest lecture it is expected that a synopsis of the lecture and register would be taken which each learner and the guest speaker will have signed; expert witnesses will be identified and will have signed the relevant assessment paperwork for each learner they have been involved in assessing; evidence of contribution from employers to the development of locally set or adapted assignments. Quality assurance process After approval and during the first year of delivery, EQAs will request final plans and records of employer involvement activities that have taken place to ensure that the plans are sufficient and to provide support and guidance if involvement is not sufficient. Evidence will be validated by EQAs before centres can claim the Employer Involvement component for each learner. Where employer involvement is not judged to be sufficient, certificates cannot be claimed for learners. Sufficiency of involvement for each learner It is expected that the centre will plan a range of activities that provide sufficient live involvement for each learner to have opportunities to interact directly with a range of individuals employed in the related industry. Centres must also provide contingencies for learners who may be absent for part of their teaching, so that they are not disadvantaged. Any absence that results in a learner missing arranged activities must be documented. Live involvement Learners will gain most benefit from direct interaction with employers and/or their staff; however the use of technology (eg the use of live webinars) is encouraged to maximise the range of interactions. Where learners are able to interact in real time with employers, including through the use of technology, this will be classed as live involvement. It is considered good practice to record learning activities, where possible, to allow learners to revisit their experience and to provide a contingency for absent learners. This is not classed as live involvement however, and any involvement of this type for a learner must be identified as contingency. Timing A learner who has not met the minimum requirements cannot be awarded the component, and will therefore not achieve the qualification. It is therefore important that employer involvement is not left until the end of the qualification, and that centres monitor and provide contingencies throughout the learning period. Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 13

14 5 Assessment Summary of assessment methods and conditions Component numbers Assessment method 004 Externally moderated synoptic assignment Description and conditions These assignments are externally set, internally marked and externally moderated, and are designed to require the candidate to identify and use effectively in an integrated way an appropriate selection of skills, techniques, concepts, theories, and knowledge from across the whole content area. Candidates will be judged against the assessment objectives listed on page 17. Assignments will be released to centre staff towards the end of the learners programme, usually the week before Easter each year Centres will be required to maintain the security of all live assessment materials until assessment windows are open. Assignments will therefore be password protected and released to centres through a secure method. Guidance on equipment, resources and duration will be released as appropriate to ensure centres can plan for delivery of practical assignments in advance. The marking grids for the assignment will be available to centres from the start of the learning programme. Candidates who fail this assignment on first submission of marks will have one opportunity to re-sit, and must sit a new task or assignment different to the original assessment. If the re-sit is failed the candidate will fail the qualification as a whole, and cannot achieve the qualification within that academic year. Please note that for externally set assignments City & Guilds provides guidance and support to centres on the marking process and associated marking grid in the assessment pack for the qualification, and in the Guidance on the use of marking grids. 14 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

15 Component numbers Assessment method 003 Externally marked test Externally moderated assignment Description and conditions This test is externally set and externally marked, and will be sat online through City & Guilds computer-based testing platform. The test is designed to assess candidate s depth and breadth of understanding across the mandatory content in the qualification at the end of the period of learning, and will be sat under invigilated examination conditions. See JCQ requirements for details: The test specification on page 18 shows the coverage of this test across the qualification content. Candidates who fail this test at the first sitting will have one opportunity to re-sit the test. If the re-sit is failed the candidate will fail the qualification as a whole, and cannot achieve the qualification within that academic year. These assignments are externally set, internally marked and externally moderated, and are designed to assess a specific optional task or area of the qualification. To do this, the candidate will be required to identify and use effectively an appropriate selection of skills, techniques, concepts, theories, and knowledge from across the whole content area. Assignments will be released to centre staff towards the end of the candidates learning programme, this is expected to be the week before Easter each year. Centres will be required to maintain the security of all live assessment materials until assessment windows open. Assignments will therefore be password protected and released to centres through a secure method. Guidance on equipment, resources and duration will be released as appropriate to ensure centres can plan for delivery of practical assignments in advance. Candidates who fail this assignment on first submission of marks will have only one opportunity to re-sit, and must sit a new task or assignment different to the original assessment. If the re-sit is failed the candidate will be a fail for the qualification as a whole, and cannot achieve the qualification within that academic year. Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 15

16 What is synoptic assessment? Technical qualifications are based around the development of a toolkit of knowledge, understanding and skills that an individual needs in order to have the capability to work in a particular industry or occupational area. Individuals in all technical areas are expected to be able to apply their knowledge, understanding and skills in decision making to solve problems and achieve given outcomes independently and confidently. City & Guilds technical qualifications require candidates to draw together their learning from across the qualification to solve problems or achieve specific outcomes by explicitly assessing this through the synoptic assignment component. In this externally set, internally marked and externally moderated assessment the focus is on bringing together, selecting and applying learning from across the qualification rather than demonstrating achievement against units or subsets of the qualification content. The candidate will be given an appropriately levelled, substantial, occupationally relevant problem to solve or outcome to achieve. For example this might be in the form of a briefing from a client, leaving the candidate with the scope to select and carry out the processes required to achieve the client s wishes, as they would in the workplace. Candidates will be marked against assessment objectives (AOs) such as their breadth and accuracy of knowledge, understanding of concepts, and the quality of their technical skills as well as their ability to use what they have learned in an integrated way to achieve a considered and high quality outcome. These are detailed on page 17. How the assignment is synoptic for this qualification The typical assignment brief could be to produce a pack of information relating to trips for different clients. The trips themselves will be planned by the candidate, based on a client brief. This will include planning a detailed itinerary, producing a report on legislation and regulations in the local area, providing information, advice and guidance on insurance, and providing a justification for why each holiday has been selected. This will require the candidate to draw on their knowledge and skills developed across the qualification content to complete these tasks effectively. This will require the candidate to identify and plan how to meet this the client s needs using their understanding of both the information available on different destinations and how these can be presented to a client. External test for stretch, challenge and integration The external assessment will draw from across the mandatory content of the qualification, using a range of shorter questions to confirm breadth of knowledge and understanding. Extended response questions are included, giving candidates the opportunity to demonstrate higher level understanding and integration through discussion, analysis and evaluation, and ensuring the assessment can differentiate between just able and higher achieving candidates. Optional unit assessments and integration into the synoptic qualification content While the mandatory units for this qualification provide the main skills and knowledge required to work in travel and tourism the optional units provided give centres flexibility when devising programmes to meet local employment needs, where the purpose of the qualification demands this. The assessments for the optional units will require that the candidate has experienced the full breadth of mandatory learning of the qualification in order to better demonstrate the rounded performance expected at higher grades. 16 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

17 Assessment objectives The assessments for this qualification are set against a set of assessment objectives (AOs) which are used across all City & Guilds Technicals to promote consistency among qualifications of a similar purpose. They are designed to allow judgement of the candidate to be made across a number of different categories of performance. Each assessment for the qualification has been allocated a set number of marks against these AOs based on weightings recommended by stakeholders of the qualification. This mark allocation remains the same for all versions of the assessments, ensuring consistency across assessment versions and over time. The following table explains all AOs in detail, including weightings for the synoptic assignments. In some cases, due to the nature of a qualification s content, it is not appropriate to award marks for some AOs. Where this is the case these have been marked as N/A. Weightings for tests (AOs 1, 2 and 4 only) can be found with the test specification. Assessment objective AO1 Recalls knowledge from across the breadth of the qualification. AO2 Demonstrates understanding of concepts, theories and processes from across the breadth of the qualification. AO3 Demonstrates technical skills from across the breadth of the qualification. AO4 Applies knowledge, understanding and skills from across the breadth of the qualification in an integrated and holistic way to achieve specified purposes. AO5 Demonstrates perseverance in achieving high standards and attention to detail while showing an understanding of wider impact of their actions. AO6 Undertakes independent research for a purpose and uses information/data effectively. AO7 Demonstrates originality and creativity to experiment and innovate beyond conventional application of designs and/or use of materials. Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) Typical expected evidence of knowledge, understanding and skills legislation and regulation, insurance terminology, travel geography, format of itineraries. content of itineraries, customer requirements/ circumstances, impact of legislation and regulations, types of insurance policies. N/A itineraries, justifications, interpretation of pen portraits, application of legislation itineraries, information sheet, justification, costing using a range of sources (eg internet, brochures), selection of research material and sources N/A Approximate weighting (Assignment) 10% 20% N/A 20% 10% 20% N/A Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 17

18 AO8 Communicates effectively, accurately and appropriately for the intended audience. writing skills, layout aids effective communication of information, coherence of justification, well expressed sentence structure (syntax) and grammar 10% Test specification AO weightings per test AO AO1 Recalls knowledge from across the breadth of the qualification. AO2 Demonstrates understanding of concepts, theories and processes from across the breadth of the qualification. AO4 Applies knowledge, understanding and skills from across the breadth of the qualification in an integrated and holistic way to achieve specified purposes. Test 1 weighting (approx. %) The way the test covers the content of the qualification is laid out in the table below: Assessment type: Examiner marked, written test* Assessment conditions: Invigilated examination conditions Grading: X/P/M/D 003 Duration: 1 hour Unit Outcome Number of % marks 310 Special interest holidays and independent travel 2 3% 311 Responsible tourism 18 30% 312 Worldwide adventure tourism 10 17% 313 Developing an entertainment programme in travel and tourism 9 15% 314 Leisure travel services 9 15% N/A Integration across the units 12 20% Total *These tests are sat under invigilated examination conditions, as defined by the JCQ: Entry for tests can be made through the City & Guilds Walled Garden. 18 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

19 6 Moderation and standardisation of assessment City & Guilds externally set assignments for technical qualifications are designed to draw from across the qualifications content, and to contribute a significant proportion towards the learner s final qualification grade. They are subject to a rigorous external quality assurance process known as external moderation. This process is detailed below. Internal standardisation For internally marked work 4 the centre is required to conduct internal standardisation to ensure that all work at the centre has been marked to the same standard. If two or more tutors are involved in marking assessments, one must be designated as the lead marker responsible for internal standardisation. The lead marker takes responsibility during standardisation for ensuring a single approach and standard is achieved. If there is a disagreement the lead marker will have the final say. For standardisation purposes, before final marking takes place, common pieces of work must be selected and marked by all markers, and any differences between interpretation and marks awarded must be discussed and reconciled at an internal standardisation session in which all markers must participate. The Internal Quality Assurer (IQA) must ensure that the training includes the use of reference and archive materials such as work from previous years as appropriate. The IQA must sign the Centre Declaration Sheet (CDS) to confirm that internal standardisation has taken place. If only one tutor has undertaken the marking, that person must sign this form. The completed record form must be attached to each candidate s work and the CDS must be submitted to City & Guilds during the moderation. The record form and CDS must be signed in order for the candidate s results to be processed. Supervision and authentication of internally assessed work The Head of Centre is responsible for ensuring that internally assessed work is conducted in accordance with City & Guilds requirements. City & Guilds requires: candidates to sign the Declaration of authenticity form to confirm that any work submitted is their own tutors to confirm on the record form that the work assessed is solely that of the candidate concerned and was conducted under the conditions laid down in the assessment documentation The tutor must be sufficiently aware of the candidate s standard and level of work to make a judgement whether the work submitted is within the expected ability and style of the candidate or whether a further investigation into the authenticity of the work is required. If the tutor is unable to sign the authentication statement for a particular candidate, then the candidate s work cannot be accepted for assessment. 4 For any internally assessed optional unit assignments, the same process must be followed where assessors must standardise their interpretation of the assessment and grading criteria. Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 19

20 Moderation Moderation is the process where external examiners are standardised to a national standard in order to review centre marking of internally marked assessments. These examiners are referred to as moderators. Moderators will mark a representative sample of candidates work from every centre. Their marks act as a benchmark to inform City & Guilds whether centre marking is in line with the national standard. Where moderation shows that the centre is applying the marking criteria correctly, centre marks for the whole cohort will be accepted. Where moderation shows that the centre is either consistently too lenient or consistently too harsh in comparison to the national standard, an appropriate adjustment will be made to the marks of the whole cohort, retaining the centre s rank ordering. Where centre application of the marking criteria is inconsistent, an appropriate adjustment for the whole cohort may not be possible on the basis of the sample of candidate work. In these instances a complete remark of the candidate work may be necessary. This may be carried out by the centre based on feedback provided by the moderator, or carried out by the moderator directly. Moderation applies to all internally marked assignments. Following standardisation and marking, the centre submits all marks and candidate work to City & Guilds. This may involve digital or postal submission. The deadline for submission of evidence will be available on Walled Garden. In most cases candidate work will be submitted directly to the moderator for moderation, either postally or electronically. This includes written work, photographic and pictorial evidence, or video and audio evidence. For some qualifications there will be a requirement for moderators to visit centres to observe practical assessments being undertaken. This will be for qualifications where the assessment of essential learner skills can only be demonstrated through live observation. The purpose of these visits is to ensure that the centre is assessing the practical skills to the required standards, and to provide the moderators with additional evidence to be used during moderation. These visits will be planned in advance with the centre for all relevant qualifications. Post-moderation procedures Once the moderation process has been completed, the confirmed marks for the cohort are provided to the centre along with feedback from the moderator on the standard of marking at the centre, highlighting areas of good practice, and potential areas for improvement. This will inform future marking and internal standardisation activities. City & Guilds will then select a sample of work to be used for awarding, the process by which grade boundaries are set. Centres retaining evidence Centres must also retain assessment records for each candidate for a minimum of three years. To help prevent plagiarism or unfair advantage in future versions, candidate work may not be returned to candidates. Samples may however be retained by the centre as examples for future standardisation of marking. Use of technology and innovation City & Guilds will set evidence requirements for moderated assignments based on their fitness for purpose in terms of validity, reliability and manageability. This will include use of digital evidence and new technologies to support the moderation process wherever current available technology allows. 20 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

21 7 Grading Awarding individual assessments Individual assessments will be graded pass/merit/distinction where relevant. The grade boundaries for pass and distinction for each assessment will be set through a judgemental process using technical experts. Merit will usually be set at the midpoint between pass and distinction. The grade descriptors for pass and distinction, and other relevant information (eg archived samples of candidate work and statistical evidence) will be used to determine the mark at which candidate performance in the assessment best aligns with the grade descriptor in the context of the qualification s purpose. Boundaries will be set for each version of each assessment to take into account relative difficulty. Grade descriptors To achieve a pass, a candidate will be able to Demonstrate the knowledge and understanding required to work in the occupational area, its principles, practices and legislation. Describe some of the main factors impacting on the occupation to show good understanding of how work tasks are shaped by the broader social, environmental and business environment it operates within. Use the technical industry specific terminology used in the industry accurately. Demonstrate the application of relevant theory and understanding to solve non-routine problems. Interpret a brief for complex work related tasks, identifying the key aspects, and showing a secure understanding of the application of concepts to specific work related tasks. Carry out planning which shows an ability to identify and analyse the relevant information in the brief and use knowledge and understanding from across the qualification (including complex technical information) to interpret what a fit for purpose outcome would be and develop a plausible plan to achieve it. Achieve an outcome which successfully meets the key requirements of the brief. Identify and reflect on the most obvious measures of success for the task and evaluate how successful they have been in meeting the intentions of the plan. Work safely throughout, independently carrying out tasks and procedures, and having some confidence in attempting the more complex tasks. To achieve a distinction, a candidate will be able to Demonstrate the excellent knowledge and understanding required to work to a high level in the occupational area, its principles, practices and legislation. Analyse the impact of different factors on the occupation to show deep understanding of how work tasks are shaped by the broader social, environmental, and business environment it operates within. Demonstrate the application of relevant theory and understanding to provide efficient and effective solutions to complex and non-routine problems. Analyse the brief in detail, showing confident understanding of concepts and themes from across the qualification content, bringing these together to develop a clear and stretching plan, that would credibly achieve an outcome that is highly fit for purpose. Achieve an outcome which shows an attention to detail in its planning, development and completion, so that it completely meets or exceeds the expectations of the brief to a high standard. Carry out an evaluation in a systematic way, focussing on relevant quality points, identifying areas of development/ improvement as well as assessing the fitness for purpose of the outcome. Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 21

22 Awarding qualification grades, including Distinction* Qualification grades will be calculated based on a sum of the candidates achievement across the mandatory assessments, and taking into account the assessments weighting. Candidates achieving distinction* will be the highest achieving of the distinction candidates. The boundary for distinction* will be set at the midpoint between the distinction boundary and the maximum point score. The qualification grade is calculated automatically as follows, using a calculation approved by expert judges. All assessments must be achieved at a minimum of pass for the qualification to be awarded. The contribution of the assessments towards the overall qualification grade is as follows: Assessment method Grade scale % contribution Assignment (004) X/P/M/D 60% Test (003) X/P/M/D 40% Both assignments and tests are awarded (see Awarding individual assessments above), and candidates grades converted to points. All points between the pass, merit and distinction boundaries will be accessible to candidates. The range of points available for each assessment grade is listed in the table below. The points above the minimum for the grade are calculated based on the candidate s score in the assessment. Test: 40% Pass Merit Distinction Assignment: 60% The candidate s points for each assessment are added together, and the overall grade of the Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) will then be determined using the following qualification grade boundaries. Qualification Grade Minimum points Distinction* 18 Distinction 15 Merit 10 Pass 5 22 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

23 8 Administration Approved centres must have effective quality assurance systems to ensure valid and reliable delivery and assessment of qualifications. Quality assurance includes initial centre registration by City & Guilds and the centre s own internal procedures for monitoring quality assurance procedures. Consistent quality assurance requires City & Guilds and its associated centres to work together closely; our Quality Assurance Model encompasses both internal quality assurance (activities and processes undertaken within centres) and external quality assurance (activities and processes undertaken by City & Guilds). For this qualification, standards and rigorous quality assurance are maintained by the use of: internal quality assurance City & Guilds external moderation. In order to carry out the quality assurance role, Internal Quality Assurers (IQAs) must have and maintain an appropriate level of technical competence and have recent relevant assessment experience. For more information on the requirements, refer to Section 2: Centre requirements in this handbook. To meet the quality assurance criteria for this qualification, the centre must ensure that the following procedures are followed: suitable training of staff involved in the assessment of the qualification to ensure they understand the process of marking and standardisation completion by the person responsible for internal standardisation of the Centre Declaration Sheet to confirm that internal standardisation has taken place the completion by candidates and supervisors/tutors of the record form for each candidate s work. External quality assurance City & Guilds will undertake external moderation activities to ensure that the quality assurance criteria for this qualification are being met. Centres must ensure that they co-operate with City & Guilds staff and representatives when undertaking these activities. City & Guilds requires the Head of Centre to facilitate any inspection of the centre which is undertaken on behalf of City & Guilds make secure arrangements to receive, check and keep assessment material secure at all times, maintain the security of City & Guilds confidential material from receipt to the time when it is no longer confidential and keep completed assignment work and examination scripts secure from the time they are collected from the candidates to their dispatch to City & Guilds. Enquiries about results The services available for enquiries about results include a review of marking for assignment and test results. Requests must be submitted within the specified period after the publication of results for individual assessments. For further details of enquiries about results services, please visit the City & Guilds website at Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 23

24 Re-sits and shelf-life of assessment results Candidates who have failed an assessment or wish to re-take it in an attempt to improve their grade, can re-sit this assessment once only. The best result will count towards the final qualification. Factors affecting individual learners If work is lost, City & Guilds should be notified immediately of the date of the loss, how it occurred, and who was responsible for the loss. Centres should use the JCQ form, JCQ/LCW, to inform City & Guilds Customer Services of the circumstances. Learners who move from one centre to another during the course may require individual attention. Possible courses of action depend on the stage at which the move takes place. Centres should contact City & Guilds at the earliest possible stage for advice about appropriate arrangements in individual cases. Malpractice Please refer to the City & Guilds guidance notes Managing cases of suspected malpractice in examinations and assessments. This document sets out the procedures to be followed in identifying and reporting malpractice by candidates and/or centre staff and the actions which City & Guilds may subsequently take. The document includes examples of candidate and centre malpractice and explains the responsibilities of centre staff to report actual or suspected malpractice. Centres can access this document on the City & Guilds website. Examples of candidate malpractice are detailed below (please note that this is not an exhaustive list): falsification of assessment evidence or results documentation plagiarism of any nature collusion with others copying from another candidate (including the use of ICT to aid copying), or allowing work to be copied deliberate destruction of another s work false declaration of authenticity in relation to assessments impersonation. These actions constitute malpractice, for which a penalty (eg disqualification from the assessment) will be applied. Where suspected malpractice is identified by a centre after the candidate has signed the declaration of authentication, the Head of Centre must submit full details of the case to City & Guilds at the earliest opportunity. Please refer to the form in the document Managing cases of suspected malpractice in examinations and assessments. Alternatively please complete the form, JCQ/M1. Copies of this form can be found on the JCQ website: Access arrangements and special consideration We have taken note of the provisions of equalities legislation in developing and administering this specification. We can make arrangements so that candidates with disabilities, special educational needs and temporary injuries can access the assessment. These arrangements must be made before assessment takes place. 24 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

25 It is the responsibility of the centre to ensure at the start of a programme of learning that candidates will be able to access the requirements of the qualification. Please refer to the JCQ access arrangements and reasonable adjustments and Access arrangements - when and how applications need to be made to City & Guilds for more information. Both are available on the City & Guilds website: Special consideration We can give special consideration to candidates who have had a temporary illness, injury or indisposition at the time of the examination. Where we do this, it is given after the examination. Applications for either access arrangements or special consideration should be submitted to City & Guilds by the Examinations Officer at the centre. For more information please consult the current version of the JCQ document, A guide to the special consideration process. Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 25

26 Unit 310 Special interest holidays and independent travel UAN: L/507/7473 Level: 3 GLH: 60 What is this unit about? The purpose of this unit is to provide learners with the ability to source and book independent and special interest holidays on behalf of leisure travel customers. This unit introduces learners to products for customers who want more than the usual sunshine package holiday and demand something different from their holidays. A huge range of special interest holidays are now available covering everything from overseas weddings, to bird watching in Nepal, white water rafting in Canada, art tours in Italy and expeditions to the Antarctic. In spite of this huge range of holidays now available, more and more customers simply do not want a package holiday but prefer the flexibility that travelling independently gives. Access to a wide range of information via the internet makes this easier for all. Initially, this unit looks at the types of customers that may want to travel independently or wish to take a special interest holiday and their reasons for doing so. Learners will need to examine a range of tour operators who provide special interest holidays, and their products. Learners will need to explore the huge range of resources available. This unit looks at how to construct itineraries for independent travellers and how to cost travel arrangements on behalf of both independent travellers and those purchasing a special interest holiday. Learning outcomes In this unit, learners will be able to 1. Independent and special interest travel customers 2. Plan, construct and cost itineraries 3. Restrictions associated with special interest holidays 26 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

27 Scope of content This section gives details of the scope of content to be covered in the teaching of the unit to ensure that all the learning outcomes can be achieved. Learning outcome 1. Independent and special interest travel customers Topics 1.1 Independent travel 1.2 Special interest travel 1.3 Customer motivations for using independent and special interest options 1.4 Benefits and limitations of alternative travel options Topic 1.1 Learners will understand what is meant by independent travel, to include; non-packaged travel arrangements/ dynamic packages tailor-made by a travel agent Topic 1.2 Learners will understand what is meant by special interest travel, e.g. adventure/outdoor pursuits hobbies and interests education spectator sports weddings health and wellbeing cultural historic gap year travel Topic 1.3 Learners will understand the reasons why customers select independent or special interest holidays and factors which influence their choices, to include Reasons flexibility cost independence package not available Factors demographics lifestyle individuals groups teams/clubs youth market grey market Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 27

28 Topic 1.4 Learners will understand the benefits and limitations for customers selecting to use independent and special interest holiday options, to include; Benefits choice cost flexibility Limitations on tour/in resort support cost levels of protection Learning outcome 2. Plan, construct and cost itineraries Topics 2.1 Itinerary planning 2.2 Calculate costs Topic 2.1 Learners will know how to plan itineraries for special interest and independent holidays, considering; transportation (land, sea and air) accommodation (any type) board arrangements ground arrangements ancillary products and services timings check-in locations visas excursions/ activity costs upgrades specialist equipment/clothing optional extras (e.g. wedding planner services) Topic 2.2 Learners will know how to calculate the cost of different types of holidays, to include special interest holiday independent holiday 28 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

29 Learning outcome 3. Restrictions associated with special interest holidays Topics 3.1 Restrictions to special interest holidays Topic 3.1 Learners will understand restrictions associated with participation in special interest holidays, including; health and fitness participant requirements participant exclusions special equipment required medical requirements Guidance for delivery A trip to the Destinations Show would be an opportunity for learners to see the travel industry in action and to gather resources and speak to travel providers in a friendly environment. It also provides an opportunity to collect a wide range of special interest holiday brochures not available in a high street travel agency. It is important that learners access a wide range of resources and, in general, avoid mass market tour operators offing a specialist product. Independent travel does not mean solo travel and can apply to couples and groups. When researching independent travel learners should research each element of the holiday separately. To enable learners to successfully complete the sections on costing, tutors will need to spend time preparing a wide range of activities for learners to complete. Brochures do not always detail all individual costs and any information found should be clearly referenced to allow tutors to check accuracy. There are a variety of resources available to support the delivery of this unit and it would be impossible to create a definitive list. Delivering tutors should use those they feel most comfortable with, however in this fast moving industry it is imperative to ensure that the latest edition of any resource is utilised. The majority of information will be obtained online and by using specialist brochures. A visit to the Association of Independent Tour Operators (AITO) website is a good starting point for a large number of specialist tour operators on one site. Suggested learning resources Books Confederation of Tourism and Hospitality: Special Interest Tourism: Text Study Published by BPP Learning Media, 2010 ISBN: Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 29

30 Brochures from specialist tour operators Journals and magazines (many can be accessed online) Trade Journals (Travel Weekly, Travel Trade Gazette, Travel Bulletin) Selling Travel Magazine Holiday Which Insights Websites Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

31 Unit 311 Responsible tourism UAN: J/507/7472 Level: 3 GLH: 60 What is this unit about? Tourism is a rapidly developing industry across the world it can offer substantial benefits in the way of job creation, income generation and economic development not only to the less economically developed countries (LEDC) but also in the regeneration of areas within more economically developed countries (MEDC). Tourism has both negative and positive impacts on a destination and must be managed in a way that respects local people, cultures and environments. This unit seeks to give learners an introduction to the principles of responsible tourism, which takes into consideration its impact on the environment and the lives of the people at a destination. Learners will find out how negative impacts can be minimised and positive impacts can be maximised by using strategies that encourage responsible tourism. By looking at the role and objectives of different agents i.e. individuals and organisations involved in tourism development learners will understand the different parts they play in the development of destinations and the provision of tourism product and services. Learners will examine strategies used to manage responsible tourism at a range of destinations, and will be able to use their knowledge, understanding and creativity to plan holidays that embraces the principles of responsible tourism. Responsible tourism is part of a larger debate which considers the processes and strategies aiming for sustainable tourism development in general. The unit is of prime interest to learners contemplating a career or higher education course in tourism development or tourism management, but is of general interest to any learner studying travel and tourism. Learning outcomes: In this unit, learners will be able to 1. The principles of responsible tourism 2. Positive and negative impacts of tourism on destinations 3. Roles and objectives of agents of tourism development 4. Strategies used to manage responsible tourism 5. Plan holidays incorporating the principles of responsible tourism Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 31

32 Learning outcome 1. The principles of responsible tourism Topics 1.1 Responsible and irresponsible tourism principles Learners should be aware that responsible tourism is not a definitive element but operates on a sliding scale of effectiveness, exact definitions vary. There are no internationally agreed definitions or enforcement. Sustainable tourism, alternative tourism, green tourism, eco-tourism, fair trade tourism, low impact tourism all refer to the same type of responsible tourism that respects the environment, the local people, and their culture, at a destination. Topic 1.1 Learners will understand responsible and irresponsible tourism principles, including: Responsible tourism sustainable/planned development- including local involvement low impact tourism fair trade tourism green/eco-tourism ethically/morally sound tourism Involvement of local businesses Irresponsible tourism unsustainable/unplanned high impact lack of benefits for local residents green-washing enclave tourism Learning outcome 2. Positive and negative impacts of tourism on destinations Topics 2.1 Economic impacts of tourism 2.2 Environmental impacts of tourism 2.3 Socio-cultural impacts of tourism Learners will understand that tourism is a double edged sword that can bring both positive and negative impacts. Learners will appreciate that compromise is necessary in managing the impacts of tourism so that as many benefit as possible. However it may not be feasible to meet the needs of all tourism stakeholders. Topic 2.1 Economic positives are the key determining factor in influencing the introduction of tourism at destinations. Learners will understand the potential economic advantages and disadvantages of tourism for local people and communities, including: 32 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

33 Positive increased domestic income foreign currency earnings multiplier effect increased employment (direct and indirect) improved infrastructure Negative leakage of revenue cost of infrastructure decline of traditional employment seasonal employment increased living costs Topic 2.2 Unfortunately it is often the environment that first suffers the negative impacts of tourism. Learners will understand the environmental positive and negative impacts of tourism development, including: Positive environmental education of community/tourist conservation of natural and built environment regeneration of derelict areas Negative congestion pollution (air, water, noise, visual, litter) erosion of resources water usage and sewage loss of habitats/flora & fauna Topic 2.3 Learners will understand the socio-cultural positive and negative impacts of tourism development Positive provision of community facilities and public services improved standards of living preservation of customs, crafts and traditions revival of festivals and ceremonies cultural education Negative crime conflict ( with the local community) sex tourism (child prostitution) displacement traditions versus modernisation loss of cultural identity staged authenticity Learning outcome Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 33

34 3. Roles and objectives of agents of tourism development Topics 3.1 Role of agents of tourism development 3.2 Objectives of agents of tourism development 3.3. Conflict resolution The role of the voluntary sector will be less familiar to most learners and therefore their role as representing the interests of the least powerful stakeholders should be made clear. Topic 3.1 Learners will understand the roles of tourism development agents, including: Private sector agents landowners property developers travel and tourism organisations (e.g. tour operators, airlines, hotel chains, entertainment companies) Public sector agents national governments local authorities national and regional tourist boards conservation organisations Voluntary sector agents registered charities community groups pressure groups Topic 3.2 Learners will understand the different objectives of the tourism development agents and that conflict situations can easily arise as a result of these differences. Political objectives: Enhance the image of an area, create a regional or national identity Economic objectives: Employment creation, revenue generation (foreign currency earnings, economic regeneration) Environmental objectives: Habitat and heritage preservation, environmental education, regeneration Socio-cultural objectives: Development of community facilities, promotion of cultural understanding, maintaining traditions or beliefs Political objectives: Enhance the image of an area, create a regional or national identity Economic objectives: Employment creation, revenue generation (foreign currency earnings, economic regeneration) Environmental objectives: Habitat and heritage preservation, environmental education, regeneration Socio-cultural objectives: Development of community facilities, promotion of cultural understanding, maintaining traditions or beliefs 34 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

35 Learning outcome 4. Strategies used to manage responsible tourism Topics 4.1 Strategies to maximise positive impacts 4.2 Strategies to minimise negative impacts Topic 4.1 Learners will understand the strategies used to maximise the positive impacts of tourism retention of visitor spending widening access to facilities community projects employment and training of locals education Topic 4.2 Learners will understand the strategies used to minimise the negative impacts of tourism visitor and traffic management planning control implementing changes as a result of environmental impact assessments sustainable tourism policies Learning outcome: 5. Plan holidays incorporating the principles of responsible tourism Topics 5.1 Transport 5.2 Accommodation 5.3 Activities Topic 5.1 Learners will understand the transport options for the responsible tourist surface v. air travel carbon off-setting shared transfers public transport Topic 5.2 Learners will understand the accommodation options for the responsible tourist accreditation and award schemes hotel chains v. local providers (e.g. independent hotels, guest houses, hostels and homestays) employment and training of local staff, including managers using local suppliers Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 35

36 Topic 5.3 Learners will understand the activities available at the destination for the responsible tourist Responsible or sustainable tourism policies Supporting local businesses that supply products and services Using local restaurants Contributing to conservation projects Local transport Supporting local markets and craft fairs Guidance for delivery The vocabulary surrounding responsible tourism can be confusing and many terms are used when discussing responsibility. The vocabulary of the topic should be discussed at the start of the course with frequent reminders throughout in order to avoid confusion. The issue of responsible tourism may be one that learners have not thought about before therefore it would be useful if initial discussions referenced their own experiences as tourists or residents of tourist destinations. With questions asked about what issues they have come across at different destinations. The destinations visited by learners could be plotted on a map with annotations showing the issues regarding tourism. This map can then be compared with the extensive interactive map on the Tourism Concern website (Ethical Travel Guide) which outlines the issues of tourism in different parts of the world. Learners can be asked to classify the impacts of tourism. Case studies are an invaluable tool to highlight the impact of tourism on tourist destinations. Learners should be encouraged to collect tourism literature in the form of articles and clippings throughout the course. Learners can sign up to tourism websites (e.g. Travel Weekly, Tourism Concern) in order to receive alerts regarding pertinent topics. A centralised group topic board can be created to store information and be used as a lesson starter discuss/ debate board. Creating country profiles would be a useful bank of knowledge. Trips and visits to local tourist hotspots could be arranged to give learners the opportunity to see a microcosm of the potential impacts of tourism and apply theoretical topics to real-life situations. Role-play is an excellent way of discussing the differing roles and objectives of agents of tourism. Recent case studies could be used to illustrate the concept of roles and objectives of different agents, and give learners the opportunity to reinforce their knowledge about different sectors. Charades style games could be used to reinforce roles, such as guessing Who am I? where learners are labelled as different development organisations and have to ask questions about their sector and role to work out who they are. To assist learners to understand the potential for and solutions to conflict it is helpful to focus on destinations where conflict has taken place. Larger case studies would enable learners to look at the complex nature of tourism management. Some suggested case studies are: Olympic and World Cup displacement and conflict: London 2012, South Africa World Cup 2010, Brazil World Cup 2014 Bimini Bay Resort in the Bahamas. CAMPFIRE schemes in Southern Africa Television programmes and DVDs are also a good source of material for exploring responsible/irresponsible tourism. Delivery of strategies used to manage responsible tourism in destinations should be supported by extensive use of examples of good practice. E.g. turtle protection in Zante. It is also very helpful to make full use of guest speakers on this topic; from local authorities, development agents or destinations. The Destinations Show held in Manchester and London in January/February has speakers on a variety of topics and organisations representing a large number of responsible tourism providers. 36 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

37 There is a large variety of resources available to support the delivery of this unit and it would be impossible to create a definitive list. Teachers should use those they feel most comfortable with and be prepared to adapt them accordingly. Suggested learning resources Books Harrison, B.D. Ed. Practicing Responsible Tourism: International Case Studies in Tourism Planning, Policy, and Development Published by: John Wiley & Sons 2010 ISBN: Leslie, D. Responsible Tourism: Concepts, Theory and Practice Published by: CABI Publishing 2012 ISBN: Manhas, Parikshat Singh. Ed. Sustainable and Responsible Tourism: Trends, Practices and Cases Published by: PHI Learning 2010 ISBN: Spenceley, A. Responsible Tourism: Critical Issues for Conservation and Development Published by: Routledge 2010 ISBN: Firth, Lisa Issues (series) Volumes 156, 218, 222 Published by: Independence Educational Publishers ISBN-13: Journals and magazines (many can be found online) In Focus magazine (Tourism Concern) Insights Leisure Management National Geographic Travel Trade Gazette Travel Weekly Websites Tourism Concern Pro-poor tourism European Alliance for Responsible Tourism and Hospitality (EARTH) Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 37

38 Case Studies Global eye [Zimbabwe (CAMPFIRE scheme) / Belize - managing marine ecosystems] National Parks - conflicts of tourism ourism.htm Government -London Olympic Legacy olympic-and-paralympic-legacy/2010-to-2015-government-policy-2012-olympic-andparalympic-legacy it=submit+query Turtles in Zante DVDs learn:travel, Teaching Materials for Travel & Tourism Classroom Video Ltd, produce a wide range of DVDs, including: Where the Bloody Hell are you? Impacts of European Tourism Urban Regeneration, the 2012 Olympics National Parks - Yorkshire Dales Emerging Tourism Markets Impacts of Tourism Responsible Tourism Maximum Return Minimum Footprint Tourism Planning and Development Minimum Impact (This is not a definitive list and individual DVDs should be checked for currency.) 38 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

39 Unit 312 Worldwide adventure tourism UAN: F/507/7471 Level: 3 GLH: 60 What is this unit about? Adventure tourism is currently one of the fastest growing segments of the tourism industry. Adventure tourism is rapidly growing in popularity as tourists seek unusual holidays, different from the typical beach vacation. It often involves exploration or travel with perceived (and possibly actual) risk, and potentially requiring specialized skills and physical exertion. Mountaineering expeditions, trekking, bungee jumping, rafting and rock climbing are frequently cited as an examples of adventure tourism. It is a type of niche tourism involving exploration or travel to remote areas, where the traveler should expect the unexpected. However, adventure tourism can also encompass cultural experiences and volunteering activities. The aim of this unit is to provide learners with knowledge and understanding relating to worldwide adventure tourism including the market, the experience and the products available. It is expected that, as part of the unit, learners explore the range of products available to customers, the way these are promoted and that they will explore the benefits and risks associated with this alternative type of holiday. Adventure tourism is now a course of study at university and this may be of interest to some learners. Learning outcomes In this unit, learners will be able to 1. The adventure tourism industry and its market 2. The adventure tourism experience 3. Worldwide adventure tourism products 4. Trends and developments in adventure tourism Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 39

40 Scope of content This section gives details of the scope of content to be covered in the teaching of the unit to ensure that all the learning outcomes can be achieved. Learning outcome 1. The adventure tourism industry and its market Topics 1.1 Stakeholders of adventure tourism 1.2 The impact of adventure tourism 1.3 Socio-economic demographics of adventure tourists 1.4 Benefits and risks of adventure tourism Topic 1.1 Learners will understand the role of stakeholders in the adventure tourism industry, e.g.: providers, specialist tour operators, trade and regulatory bodies (Adventure Travel Trade Association, Adventure Activities Licensing Authority, Adventure Activities Licensing Service), governments/tourist boards, charities, media, including social media Topic 1.2 Learners will understand the positive and negative impacts of adventure tourism on the host country/resort, e.g.: tourist numbers financial expenditure jobs for local people increase demand for local foods/services damage to the landscape (litter, erosion, fires) traffic and congestion development of shops and hotels socio-cultural (e.g. loss of identity, language, heritage) political (e.g. spread of new ideas, ease of access) Topic 1.3 Learners will understand the socio-economic demographic characteristics of an adventure tourist, e.g.: age gender budget gap year stages of life personality types Topic 1.4 Learners will understand the benefits to the individual and the risks of adventure tourism for the individuals and the host country/resort, e.g.: Benefits 40 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

41 Risks increased confidence team work communication/interpersonal skills leadership personal development motivation, sense of achievement health and fitness environmental awareness serious injury/illness victim of crime/terrorism demands on infrastructure erosion, pollution indigenous population/flora/fauna Learning outcome 2. The adventure tourism experience Topics 2.1 Physical activities 2.2 Cultural activities 2.3 Volunteer activities Topic 2.1 Learners will know the physical activities that may feature in adventure tourism, e.g.: canoeing, kayaking, sailing caving diving trekking, hiking and bushwalking mountain biking parachuting, sky diving, bungee jumping rock climbing, mountaineering snow adventure surfing, kite-surfing Topic 2.2 Learners will understand the cultural activities and experiences that may feature in adventure tourism and explain the associated benefits of such activities e.g.: historic visits religious retreats social awareness (e.g. orphanages, poverty, communities) Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 41

42 Topic 2.3 Learners will understand the volunteer activities that may feature in adventure tourism and the associated benefits of such activities, e.g.: education conservation community and infrastructure improvement aid projects Learning outcome 3. Worldwide adventure tourism products Topics 3.1 Sources of information 3.2 Suitable environments 3.3 Destinations and activities Topic 3.1 Learners will know appropriate sources of information about adventure tourism, e.g.: brochures the internet guide books tourist boards events (e.g. the Adventure Travel Show, White Air Extreme Sports Festival) magazines (e.g. National Geographic Adventure) Topic 3.2 Learners will know the types of environments which are suitable for adventure tourism, e.g.: natural (rainforest, mountain, coast, desert, countryside) man-made (city, visitor attraction, host community) Topic 3.3 Learners will know the range of activities offered at specific adventure tourism destinations, e.g.: UK Europe Africa Asia Australasia South America North America Arctic/Antarctic 42 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

43 Learning outcome 4. Trends and developments in adventure tourism Topics 4.1 Trends in the development 4.2 Considerations for future Topic 4.1 Learners will understand the trends in the development of adventure tourism, including: families responsible travel extreme activities (e.g. BASE jumping) space tourism and other exotic locations Topic 4.2 Learners will understand the considerations for the future development of adventure tourism, including: restrictions on access to vulnerable areas effects of climate change sustainable development. Guidance for delivery A discussion on the types of activities undertaken by learners in their spare time could be a way to start this unit, leading to further discussions on holiday activities. Some learners will be keen to undertake adventure tourism and an exploration of their motivations and reasons why others are less interested could lead to development of discussions on risks and benefits. A trip to the Destinations Show would be an opportunity for learners to see examples of adventure travel providers and to gather resources and speak to adventure travel companies in a friendly environment. It also provides an opportunity to collect a wide range of adventure travel holiday brochures not available in a high street travel agency that could be used in classroom activities. The impacts of tourism are covered in detail in Unit 311Responsible Tourism but for this unit learners need to consider these impacts in the context of adventure tourism. There are many adventure tourism centres in the UK and on a visit to one of these learners could see the range of activities. Guest speakers from adventure travel organisations would also enhance the delivery of some of the topics. Volunteering on overseas projects is a popular gap year activity and this may be of interest to learners. The Adventure Travel Show and The Telegraph Outdoor Adventure and Travel Show would give these learners inspiration and be an opportunity for all learners to experience the enormous range of adventure products available. There are a variety of resources available to support the delivery of this unit and it would be impossible to create a definitive list. Delivering tutors should use those they feel most comfortable with, however in this fast moving industry it is imperative to ensure that the latest edition of any resource is utilised. Other sources can be found in Unit xxx Special interest holidays and independent travel. Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 43

44 Suggested learning resources Books Buckley, R. Adventure Tourism Published by CABI, 2006 ISBN: Buckley, R. Adventure Tourism Management Published by Routledge, 2009 ISBN: Lonely Planet Guides (various) including 1000 Ultimate Adventures (Lonely Planet Travel Reference) Journals and magazines Trade Journals (Travel Weekly, Travel Trade Gazette, Travel Bulletin) Selling Long Haul Magazine Holiday Which Insights Institute of Travel and Tourism Newsletters The Tourism Society Newsletters Tourism Journal Websites and links World Travel Organisation Report on Adventure Tourism 2014 Frontier education, conservation, exploration Tourism Concern - charity Adventure Travel Trade Association Explore Dragoman Tours Contiki Travel Adventure activities licensing scheme Travel trade fair Guide book US on-line news site Travel guides 44 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

45 Unit 313 Developing an entertainment programme in travel and tourism UAN: A/507/7470 Level: 3 GLH: 60 What is this unit about? This unit has been designed to give learners an overview of the entertainment programmes on offer to holiday makers. It will allow learners to explore the skills, qualities and knowledge needed to plan, prepare and deliver entertainment activities to meet the needs of different customers. Learners will also consider how performances could be evaluated. As holiday based entertainment has become the norm, adding value to package holidays in particular, learners will be encouraged to explore the range of different entertainment roles available - from a red coat at a holiday park, to a resort based singer, or a magician on board a cruise ship, as well as the traditional kids club hosts and organisers of a range of activities in hotels. Learning outcomes: In this unit, learners will be able to 1. Understand how a range of entertainment can satisfy different customer types 2. Understand factors that contribute to a successful entertainment programme 3. Understand how entertainment activities meet the needs of a target audience 4. Know how to evaluate entertainment activities Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 45

46 Scope of content This section gives details of the scope of content to be covered in the teaching of the unit to ensure that all the learning outcomes can be achieved. Learning Outcome: 1. Understand how a range of entertainment can satisfy different customer types Topics 1.1 Different customer types 1.2 Planning for different customer types 1.3 Range of entertainment Topic 1.1 Learners must know the needs of different customer types who require entertainment on holiday, including: adults children teenagers over 50s groups special interest people with specific needs active and inactive individuals Topic 1.2 Learners will understand how different customer types inform the planning of an entertainment programme, including: types of customers matched to types of activities understanding that not all customers fit the type and the danger of stereotyping importance of inclusivity Topic 1.3 Learners will understand how a range of entertainment is suitable for different customer types, including: outdoor and indoor sport activities games/ game shows competitions parties cabaret, singing, dancing, drama, comedy magic, arts and crafts children s activities educational classes 46 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

47 Learning outcome: 2. Understand factors that contribute to a successful entertainment programme Topics 2.1 Skills, qualities and duties of an entertainment facilitator 2.2 Factors that contribute to a successful entertainment activity 2.3 Entertainment programmes tailored to a range of customer types Topic 2.1 Learners must understand the skills, qualities and duties required of an entertainment facilitator, including: Skills, eg: performance public speaking selling communication Qualities, eg: creative calm under pressure professional, organised Duties, eg: plan and research activities problem solving budgeting and numeracy team work enthusiastic time conscious, flexible, hard-working motivating, persuasive, confident meet and greet customers, maintain and create good relationships with customers and colleagues organise events, promote activities maintain equipment, manage resources carry out administrative tasks work within guidelines and legal requirements, monitor health and safety Topic 2.2 Learners will understand the factors that contribute to a successful entertainment activity, including: planning, knowledge of target audience timings, resources, budget venue, facilities, weather type and quality of entertainment skills of performers team work contingency planning (weather/sickness) type of holiday setting (holiday park/hotel/luxury resort/cruise ship) Topic 2.3 Learners will understand how to develop an entertainment programme tailored to a range of customer types for a period of time (eg a week), highlighting how the requirements differ according to the setting. Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 47

48 Learning outcome: 3. Understand how entertainment activities meet the needs of a target audience Topics 3.1 Plan an entertainment activity 3.2 Prepare an entertainment activity 3.3 Deliver an entertainment activity Topic 3.1 Learners will know how to plan an entertainment activity, to include: aims and objectives target audience time, date, venue content risk assessment roles and responsibilities promotion feedback methods Topic 3.2 Learners will understand how to prepare entertainment activity within organisational and legal requirements, including: venue resources e.g. lighting, sound, equipment rehearsals promotional activity Topic 3.3 Learners will know how to deliver entertainment activities to selected target audiences, eg: outdoor or indoor entertainment such as sport activities games/game shows/competitions arts and crafts 48 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

49 Learning outcome: 4. Know how to evaluate entertainment activities Topics 4.1 Feedback from participants 4.2 Evaluate the outcomes 4.3 Recommendations for improvements Topic 4.1 Learners will know how to gather feedback from participants in entertainment activities, eg: Methods formal informal Participants audience colleagues Topic 4.2 Learners will know how to evaluate outcomes of an activity against success indicators, eg: as measured against objectives enjoyment participation inclusion as promoted within budget assessment of own/team contribution Topic 4.3 Learners will understand how to make recommendations for improvements based on feedback and analysis, including: planning preparation delivery self and others Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 49

50 Guidance for delivery This unit is designed to introduce learners to the role of the entertainment representative and should be delivered as practically as possible. The unit requires learners to understand the different types of activities that customers might want to experience on holiday and they should consider the wide range of activities available for different types of customers. This could be through discussion, drawing upon learners own experiences, showing videos of activities or demonstrating some of the most common and easiest to recreate. Initially, when considering target audiences and appropriate types of entertainment activities, the dangers of stereotyping should be highlighted, while acknowledging that in practical terms some activities are more likely than others to appeal to a particular age group or type of customer. The importance of inclusivity and accessibility for different types of customers also needs to be focused on. These two considerations are likely to be reflected in any student group, and learners should be encouraged to reflect on their own experiences and how comfortable they are personally with joining in games or performing in front of others In learning outcome two, having considered the factors that contribute to an entertainment programme, learners should be encouraged to develop at least two programmes for a specified period of time, which would appeal to customers in different settings. Learning outcome three lends itself to learners developing particular activities which can be planned, prepared and delivered and there are opportunities for them to take part, either as organisers, performers or audiences. This would then allow them to consider the value of getting feedback and how to make recommendations for improvement. Suggested Resources The most practical resources for this unit will be holiday parks and tour operator websites and brochures, which feature a wide range of activities, entertainments and clubs. Books on resort representative roles will also be useful. Books So You Want to be a Holiday Rep? The In-depth Career Guide on How to Become a Holiday Representative Published by: Travelvocation, 2002 ISBN Porter, A Videos Working in a Large Resort Websites: Park Resorts Haven P&O Cruises Mark Warner Thomas Cook 50 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

51 Unit 314 Leisure travel services UAN: R/507/7460 Level: 3 GLH: 90 What is this unit about? This unit has been designed to support the fundamental knowledge of the travel and tourism industry that learners require. It is anticipated that they will explore a range of complex and interrelated topics in depth, all of which are vital to the operation of successful travel and tourism organisations. There is a planned practical application to the content and therefore, learners will have the opportunity, through practical exercises, to make themselves more familiar with the range of skills and qualities needed to use the content of this unit successfully when in employment. Learners will have the opportunity to develop their skills across ancillary sales and services, foreign exchange and package holidays, as well as develop their knowledge of legislation and insurance. Whilst the insurance element of this unit is not designed to prepare learners to meet the FSA regulations around Connected Travel Insurance, it will give learners a good understanding of the complex nature of Travel Insurance and how this needs to be carefully managed. Learning outcomes: In this unit, learners will be able to 1. Understand ancillary sales and services 2. Understand travel and tourism legislation 3. Understand and use foreign exchange 4. Understand and plan package holidays 5. Understand travel insurance Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 51

52 Scope of content This section gives details of the scope of content to be covered in the teaching of the unit to ensure that all the learning outcomes can be achieved. Learning outcome: 1. Understand ancillary sales and services Topics 1.1 The importance of selling ancillary products and services 1.2 Ancillary products and services for travel and tourism customers 1.3 Provide and sell ancillary products and services Topic 1.1 The learners will understand the importance of selling ancillary products and services in relation to profitable revenue and customer satisfaction. Topic 1.2 Learners will understand the range of ancillary products and services available for travel and tourism customers and those that can be sold as standalone: Ancillary products and services, eg: car hire airport car parking options theatre/show and attraction tickets foreign exchange children s clubs travel related add-ons and upgrades passport and visa services Topic 1.3 Learners will understand how to obtain information from customers in order to sell ancillary products and services. Information to gather, eg: date of travel destination departure airport usual holidaying habits size and make up of party 52 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

53 Learning outcome 2. Understand travel and tourism legislation Topics 2.1 Package travel, package holidays and package tour regulations 2.2 UK travel and tourism legislation Topic 2.1 Learners will understand the key provisions of the package travel, package holidays and package tour regulations for customers and organisations, eg: Definitions basic requirements, including security of payments and repatriation levels of protection what information should be provided to customers what information should be included in the brochure contact information Topic 2.2 Learners will understand the key features of legislation and regulation that apply to the Travel and Tourism industry. Legislation, eg: Equality Act, 2010 Disability Discrimination Act, 1995 (for equality of access only) Data Protection Act, 1998 Trades Descriptions Act, 1968 Unfair Contract Terms Act, 1977 Money laundering regulations, 2007 Regulations, eg: Civil Aviation Authority ATOL Trade associations (eg ABTA) Learning outcomes: 3. Understand and use foreign exchange Topics 3.1 Foreign exchange transactions 3.2 Foreign exchange calculations Topic 3.1 Learners will understand the factors which impact on demand and the ability to sell the correct currency. Correct currency, eg: choice of currency choice of denomination pre-payment cards Anticipated demand, eg: maintaining appropriate stock levels immediate ordering systems (eg next day delivery) Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 53

54 advance orders popular destinations/currencies time of year Transaction management, eg: security of stock competitive rate of exchange documentation required (eg identification from customer, receipts) Topic 3.2 Learners will know how to calculate foreign exchange transactions, taking into account exchange rates, commission levels and limits/restrictions. Exchange rates, eg: buy rate sell rate supply rate and margin Commission charges, eg: percentage charge flat rate zero commission Limits and restrictions, eg: import and export limits money laundering limits/regulations restricted currencies Learning outcome: 4. Understand and plan package holidays Topics 4.1 Package holiday products 4.2 Arranging travel Topic 4.1 Learners will understand the different types of package holidays available to UK customers from mass market and specialist tour operators. Types of package holidays available, eg: UK short/long haul winter sun/summer sun city breaks winter sports tours Specialist operators unique packages (eg weddings, Olympic games) specialist facilities dynamic/ tailor made packages 54 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

55 Topic 4.2 Learners will know how to plan package holiday travel to meet specific customer needs, taking into consideration a range of factors eg: type of holiday costs against planned budget (eg basic holiday cost, transport and room supplements, occupancy charges) discounts available (given by tour operator, given by travel agent) booking conditions Learning outcome: 5. Understand travel insurance Topics 5.1 Importance of insurance 5.2 Terminology 5.3 Insurance policies and specialist travel insurance 5.4 Information required for policy issue Topic 5.1 Learners will understand the importance of having travel insurance, the levels of cover provided and how these vary. Importance, eg: medical costs repatriation costs cancelation and curtailment cover loss/ damage of personal possessions/ money limitations of European Health Insurance Card (EHIC) Levels of cover, eg: medical/ legal cover limits excess charges single item limit exclusions (eg, hazardous activities) Topic 5.2 Learners will understand insurance related terminology Terminology, eg: policy premium indemnity cooling off period abandonment clause fortuitous clause Topic 5.3 Learners will understand different types of insurance policies and recognise unique clauses in special types of insurance. Policies, eg: length of stay (eg single trip, multi-trip/annual, long stay, gap year) Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 55

56 people covered (eg family, business, groups, backpackers) activities covered (eg adventure, sports equipment) flight/travel only UK insurance day trips motoring destinations covered Special types of insurance, eg: winter sports (avalanche/piste closure, loss of equipment, snow guarantee) motoring (pre-departure protection, roadside assistance, emergency repairs following breakdown, repatriation of vehicle, legal advice and expenses) car hire (collision/loss/damage waivers, personal accident, legal assistance) Topic 5.4 Learners will understand the information needed to set up insurance policies and the conditions that might be imposed. Information required, eg: pre-existing conditions (eg illness, pregnancy) pre-existing events (eg hospital appointment) planned hazardous activities age medical history Conditions, eg: covered at an additional premium not covered at all covered for all but pre-existing conditions/events 56 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

57 Guidance for delivery As this unit is one that covers a number of separate topics, it is recommended that the 90 guided learning hours are carefully planned and divided between the learning outcomes. It is anticipated that the learning outcomes would require the following hours: Ancillary Sales, 25 hours; Travel and Tourism Legislation, 15 hours; Foreign Exchange, 15 hours; Package Holidays, 10 hours; Travel Insurance, 25 hours. As for the practical delivery of this unit, it is one that covers many different knowledge sets and as such, delivering tutors should be careful to ensure that all aspects are covered and the full understanding and knowledge is developed as a foundation for the rest of the programme. There would be an opportunity to involve guest speakers from industry (maybe from a travel agency) who would be able to talk about how the topics within this unit are important when working in the sector. Additionally, tutors should be encouraged to think about practical ways to deliver the content and learners could attempt tasks around the application of knowledge learned. Other techniques should be considered, such as group activities, case studies and digital resources. Additionally, learners should have the opportunity to explore the subject matter through their own research. Suggested learning resources Books Ogg, T. and Ogg, J. 365 marketing strategies for Travel Agents: Travel Professionals Share Their Marketing Secrets Published by: CreateSpace Independent Publishing, 2014 ISBN: How to become a travel agent Mears, L. Published by: CreateSpace Independent Publishing, 2012 ISBN: Manual of Travel Agency Practice Published by: Routledge, 2003 ISBN: Archer, J. and Syratt, G Holiday Law: The law relating to Travel and Tourism Grant, D. and Mason, S. Published by: Sweet and Maxwell, 2012 ISBN: Package holiday law: Cases and materials Saggerson, A. Published by: Tarquin, 2010 ISBN: Journals and magazines Business Travel World Trade Journals (Travel Weekly, Travel Trade Gazette, Travel Bulletin) Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 57

58 Videos Upselling Products and Services in Tourism and Hospitality Websites Travel Trust ABTA Financial Services Authority XE Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

59 Unit 330 Conferences and events UAN: J/507/7469 Level: 3 GLH: 60 What is this unit about? The aim of this unit is to allow learners to explore the main aspects of the conference and events environment. This is an increasingly popular area of study for learners with a number of universities offering higher education courses in Event Management. There are also many employers ranging from hotels with conference facilities to specialist event planning and management companies seeking to recruit interested trainees. Learners will know the types of events, conference and exhibitions within the travel industry, including the range of venues which they might occur within and the facilities which might be used. Learners will be expected to plan an event or conference and evaluate the success of their plans. They will be introduced to researching appropriate events, conferences and exhibitions, including their target audiences, suppliers and the organisations that specialise in different types of conferences and events. Learners will also explore contingency planning to prevent issues becoming complaints, as well as identifying evaluation methods and appropriate sources of feedback. Learning outcomes In this unit, learners will be able to 1. Conferences and events within the travel industry 2. Plan conferences and events 3. Coordinate conferences and events 4. Evaluate conferences and events Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 59

60 Scope of content This section gives details of the scope of content to be covered in the teaching of the unit to ensure that all the learning outcomes can be achieved. Learning outcome 1. Conferences and events within the travel industry Topics 1.1 Types of conferences and events 1.2 Organisers of conferences and events Topic 1.1 Learners will understand different types of conferences and events which are popular within the travel industry, including: Types of conferences and events e.g.: meetings exhibitions/trade fair incentive travel sport events weddings corporate entertainment Topic 1.2 Learners will understand who organise and attends conferences and events, including: Organisers e.g.: travel management companies event management companies wedding planner hotels exhibition centres, sport venues Learning outcome 2. Plan conferences and events Topics 2.1 Roles and responsibilities 2.2 Factors influencing success 2.3 Contingency planning 2.4 Success criteria Topic 2.1 Learners will understand the roles and responsibilities of personnel around conferences or events, including: Roles and responsibilities e.g.: marketing finance operations schedule health and safety legislation 60 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

61 Topic 2.2 Learners will understand the factors that influence the success of a conference or event, including: Factors: location audience budget schedule Topic 2.3 Learners will understand the importance of contingency planning for all predictable problems, including: predictable problems e.g.: bad weather staff shortages equipment breakdown insufficient resources absence of speaker/principal/exhibitor health and Safety contingency planning e.g.: risk assessment alternative plans Topic 2.4 Learners will understand the criteria for measuring the success of conferences and events, including: delegate satisfaction financial profit client satisfaction achievement of aims and objectives Learning outcome 3. Co-ordinate conferences and events Topics 3.1 Plan a schedule 3.2 Methods of feedback 3.3 Potential problems Topic 3.1 Learners will understand how to plan and monitor a comprehensive schedule of events that takes into consideration possible changes, including: Plan the schedule of events: set up availability of resources timing attendance content feedback Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 61

62 Participants needed e.g.: audience speakers exhibitors organisers contractors (e.g. catering, technical) Changes to schedule e.g.: activities overrunning venue needing to change times Topic 3.2 Learners will understand how to proactively gather feedback from delegates during conferences and events. Learners will understand the use of the following methods: Feedback verbal written formal informal social media Topic 3.3 Learners will understand the importance of responding to potential problems promptly e.g.: non-appearance of participants equipment breakdown variance in timing inappropriate content Learning outcome 4. Evaluate conferences and events Topics 4.1. Feedback and evaluation 4.2. Judging success 4.3. Make recommendations Topic 4.1 Learners will understand the main methods of evaluating conferences or events, to include the following: Methods of evaluation e.g.: self-assessment meetings statistics questionnaires Sources of information e.g.: social media feedback from outside bodies affected (e.g. general public) feedback from participants 62 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

63 Topic 4.2 Learners will understand how to measure the success of conferences or events, including the following e.g.: aims and objectives met participant satisfaction financial profit legal requirements met Topic 4.3 Learners will understand the importance of making successful recommendations following completion of a conference or event, to include the following: Recommendations e.g.: changes in planning changes in content changes in timings for part or all the conference or event changes in resources required changes in performance of organisers Guidance for delivery It is important that learners have an understanding of the requirements of a wide variety of conferences and events. If possible, learners should be able to visit various events, observing the way in which the organisers meet the needs of visitors / delegates. It would be recommended for learners to have the opportunity to participate in the planning and operation of an event, such as those which would occur in educational settings. A visit to a major industry event in a national/international location will give an appreciation of a large scale venue and it would also be of value to research the organisation of internal events and conferences before planning the practical event or conference. Other external visits could include a hotel or local authority venue. Guest speakers from the industry could include event managers or conference producers from local companies. If a period of work experience is planned, involvement with companies organising events would be beneficial. Suggested learning resources Books Bladen, C; Kennell, J; Abson, E; Wilde, N. Events management: An Introduction Published by: Routledge, 2012 ISBN: Bowdin, G; O Toole, W; Allen, J. Harris, R. Events Management Published by: Routledge, 2010 ISBN: Capell, L Event Management for Dummies Published by: John Wiley & Sons, 2013 ISBN: Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 63

64 Conway, D. Event Manager s Bible: The complete guide to Planning and Organising a Voluntary or Public Event Published by: How to books, 2009 ISBN: Lindsey, K. Planning and managing a Corporate Event Published by: How to books, 2011 ISBN: Shone, A and Parry,B Successful Event Management: A Practical Handbook (with Coursemate and ebook) Published by : Cengage learning, Inc ISBN: Journals and Magazines Conference and Exhibition Fact finder Business Travel World Conference and Incentive Travel Trade Journals (Travel Weekly, Travel Trade Gazette, Travel Bulletin) Leisure Management Websites Venue Finder World Travel Market International Confex Eventia Local and national events 64 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

65 Unit 331 Resort representative UAN: F/507/7468 Level: 3 GLH: 60 What is this unit about? This unit is designed to allow learners to develop an in depth knowledge and understanding of the role, duties and responsibilities of an overseas representative, however, it will not only focus on the roles available within a traditional package holiday environment, but will also include the roles available across ski, camping and holiday park holidays. Learners will be introduced to the planning and evaluating of activities and excursion plans and expected to be able to apply this within a destination. They will also need to link this to the impact of the activities and excursions on destinations as well as considering the importance of evaluating the range on offer to customers. Learners twill understand and evaluate the importance of legal requirements (including health and safety) when dealing with customers. Additionally, learners will understand what happens when things go wrong. Whilst this unit is a practical unit that give learners the opportunity to engage in relevant activities to develop the attributes needed to be successful in the role of an overseas representative, it is not designed to directly prepare learners for employment as overseas representatives, instead, it is expected that it develops a deeper knowledge of this important and vibrate sector of the travel and tourism industry with a view to encouraging them to further develop their skill set. Learning outcomes In this unit, learners will be able to 1. Roles and responsibilities 2. Plan and deliver an overseas briefing 3. Evaluate excursion programmes 4. Legislation and procedures Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 65

66 Scope of content This section gives details of the scope of content to be covered in the teaching of the unit to ensure that all the learning outcomes can be achieved. Learning outcome 1. Roles and responsibilities Topics 1.1 Range of roles available 1.2 Responsibilities 1.3 Management structure overseas Topic 1.1 Learners will understand the range of roles available overseas and will be able to recognise the key differences between each. Roles overseas e.g.: Transfer representative Children representative Ski chalet host Young and lively representative Over 50s representative Entertainment representative Holiday park host Topic 1.2 Learners will know the responsibilities associated with each role and the skills and qualities needed Responsibilities e.g.: Ensuring safety of guests Monitoring cleanliness of accommodation Selling products and services Assisting guests with problems Resolving problems/complaints Completing appropriate paperwork (e.g. Booking form/ receipts, Customer Service Report, Accident/illness Report form, Accommodation Switch form) Accommodation visits Cooking and cleaning (if ski chalet host) Skills/qualities e.g.: Knowledge of customer service Calm under pressure Able to deal comfortably with difficult situations/customers Responsive to customer needs Selling skills Good command of verbal and written English Knowledge of local language 66 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

67 Topic 1.3 Learners will understand links with the UK office e.g. hierarchy reporting procedures Learning outcome 2: Plan and deliver an overseas briefing Topics 2.1 Attractions 2.2 Range of customers 2.3 Plan of activities/excursions 2.4 Promotional materials Topic 2.1 Learners will understand the appeal of key attractions Attractions, e.g.: Man-made attractions (e.g. galleries, museums, historic and cultural sites) Natural attractions (e.g. beaches, lakes, national parks) Specific/special interest attractions and events (e.g. sporting events/venues, safaris) Topic 2.2 Learners will know the range of customers who travel overseas; Types of customers, e.g.: Families Older couples (without children) Young groups Couples without children Specific/special interest travellers Solo travellers Topic 2.3 Learners will know how to plan and evaluate excursions that are available at destinations and evaluate their appeal Type of activity/excursion, e.g.: Sightseeing Shopping Cultural Sports Adventure Entertainment Timings, e.g.: Day-time Evening Full-day Part-day Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 67

68 Key details for customers, e.g.: Leaving time Pick up/drop off point Cost (including adult, child and concession pricing policies) Topic 2.4: Learners will know how to produce and present materials promoting a range of attractions, activities and excursions that appeal to different customers. e.g. Excursion leaflets Activity programmes Welcome meeting materials Notice boards Destination guides Learning outcome 3. Evaluate excursion programmes Topics 3.1: Methods of evaluation 3.2: Importance of evaluation 3.3: Impact of activities or excursions Topic 3.1: Learners will know the different methods of evaluating an excursion programme Methods of evaluation, e.g.: Asking customers formally (e.g., questionnaire, feedback form) Asking customers informally Self-reflection Trends and similarities in complaints Topic 3.2: Learners will understand the importance of evaluation in relation to monitoring standards of the programme. Importance of evaluation, e.g.: Identify issues before they become problems Better able to meet customer needs Presenting a positive image To improve service on offer Topic 3.3: Learners will understand the possible positive and negative impacts of activities and excursions on the local community and environment. Impacts, e.g.: Socio-cultural (imposition of Western culture and values) Environmental (e.g. damage or preservation) Economic (e.g. increase job opportunities) 68 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

69 Learning outcome 5. Legislation and procedures Topics 4.1: Health and Safety 4.2: Legal requirements 4.3: Examples of issues Topic 4.1 Learners will understand the health and safety implications of being an overseas representative. Health and safety implications, e.g.: Emergency procedures Risk assessment to identify safety hazards Security of personal belongings Topic 4.2 Learners will understand the key legal requirements (including the laws associated) with being an overseas representative. Legal requirements, e.g.: EU Package Travel Regulations 1992 Trade Description Act 1968 Supply of Goods and Services Act 1982 Contractual Responsibilities (reporting, booking conditions) Topic 4.3 Learners will understand situations where health and safety or legal requirements have not been fulfilled by overseas resort representatives and the implications for the company, as well as the individuals. Guidance for delivery This unit present s a range of topics which could be explored practically and this, wherever possible, should be encouraged. Learners would benefit from researching, planning and producing their own information about a resort or destination that they have selected before presenting this information to their colleagues or a wider audience. The natural bias of making the focus of this unit on the traditional package holiday resort representative should be avoided and delivering tutors are encouraged to remember the range of overseas representative roles which are available. Whilst delivering this unit, there are the opportunities to use a range of techniques for learners to gain knowledge and understanding of the unit. These could include group work, real case studies, guest speakers from industry, and research using the internet and other learning resources. Where possible, drawing on student s own experiences of overseas representatives would be useful as this would allow them to contextualise much of the content for themselves. However, where this is not possible there may be resources available in the public domain (such as online training videos, recordings of activities etc.) which could be accessed to enable students to better understand the opportunities and challenges associated with the roles available. Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 69

70 There would be opportunities to use the content of topic 1.2 to offer learners some guidance around the career opportunities available or to ask them to research different job roles with a specific focus in mind. Topic 3.3 could be researched using voluntary sector websites such as Tourism Concern and through using resources given in Unit xxx Responsible Tourism. Topic 4.3 could be researched through news reports and through watching TV programmes such as Watchdog to show real-life situations. Learners should, however, be warned of media bias in these instances. Suggested learning resources Books: Flood, C Confessions of a Holiday Rep Published by: John Blake Publishing Ltd 2012 ISBN: Windsor, S How to Become a Holiday to Become a Holiday Rep: The Insider s Guide. Published by: How2become Limited 2013 ISBN; Journals and magazines Trade Journals (Travel Weekly, Travel Trade Gazette, Travel Bulletin) Holiday brochures ABTA magazine DVDs supply DVDs or streaming licences with downloadable resource packs: The Resort Representative The Resort Office Training Resort Reps TV programmes There are a number of TV programmes on holiday reps; however, learners should be warned of media bias. Websites Association of British Travel Agents Canvas Holidays Club TUI careers across Thomson brands, job roles and responsibilities Thomas Cook jobs and job information Activity jobs 70 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

71 Unit 333 Development of tour operators products and services UAN: T/507/7466 Level: 3 GLH: 60 What is this unit about? When looking at the brochures in a high street travel agency learners may not be aware that the brands are all products (holidays) offered by tour operators. Mass market tour operators such as TUI and Thomas Cook will have a wide range of brands offering every type of package holiday. Within their integrated organisations they will have many different tour operators, including some specialists offering holidays to particular destinations, cruises, and skiing, to name a few. This unit introduces learners to tour operators as well as the products and services they sell. Learners will study what constitutes a package holiday (the main product of a tour operator), different types of tour operators and the wide range of products and services they now offer. Learners will look at the legislation and regulations that govern tour operators. They move on to investigate the processes followed by tour operators when developing new products and services, and they will consider the impact that these may have on a destination. These are considered in greater depth in Unit 311 Responsible tourism but green issues and sustainability are often integral to tour operators programmes as the travelling public becomes more aware of the impact their holiday has on destination and local people. Learners will examine the marketing and promotional activities that tour operators may undertake to successfully launch new products and services to the public. Finally learners will have the opportunity to research and develop a new travel and tourism product and service. Tour operators offer an extremely diverse range of potential job opportunities and knowledge of their products and services is a good grounding for anyone wanting to work in tour operations or travel agents. Learning outcomes In this unit, learners will be able to 1. UK tour operators products and services 2. Potential products and services of tour operators 3. Develop new travel and tourism products and services. Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 71

72 Scope of content This section gives details of the scope of content to be covered in the teaching of the unit to ensure that all the learning outcomes can be achieved. Learning outcome 1. UK tour operators products and services Topics 1.1 The definition of a package holiday 1.2 Products and services offered by tour operators 1.3 Legislation and industry codes of practice Topic 1.1 Learners will know the components of a package holiday: Transport Accommodation Other significant elements of the package holiday that make it a package Topic 1.2 Learners will know the products and services offered by tour operators, including the types of tour operators, the types of air transport and the optional extras:: Types of tour operators e.g.: inbound outbound domestic independent/specialist mass-market short-haul long-haul Air transport options e.g.: charter scheduled services low cost/budget Optional extras e.g.: car hire insurance pre-bookable flight options upgrades transfers excursion/attractions extended stays Topic 1.3 Learners will understand the effects of current legislation and industry codes on the tour operator, including current versions of the following: Package Travel Regulations Equality Act Data Protection Act 72 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

73 Trades Description Act Air Travel Organisers Licence (ATOL) Health and Safety legislation Learning outcome 2. Potential products and services of tour operators Topics 2.1 Factors tour operators need to research 2.2 Effect of trends and external influences 2.3 Impacts of tourism Topic 2.1 Learners will understand the factors tour operators need to research before offering new products and services to market,e.g.: holiday patterns of customers identification of political or other reasons for destinations not to be visited suitability for different types and ages of customer gaps in provision destination information and facilities Topic 2.2 Learners will understand the effects of trends on tour operators products and how external influences affect the potential market size for a new product or service, e.g.: Trends e.g.; types of package holiday already offered departure points frequency and duration price ranges target markets increase/decline in popularity External influences e.g.; social (health scares, e.g. SARS/Ebola, religious/cultural) economic (e.g. exchange controls, consumer demand) political climate Topic 2.3 Learners will understand potential impacts of tourism on destinations as they relate to a tour operators products, including the following effects, both negative and positive: Economic Environmental Socio-cultural Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 73

74 Learning outcome 3. Develop new travel and tourism products and services Topics 3.1 Stages of development of new products and services 3.2 Stages of promotion of new products and services 3.3 Develop new travel and tourism products and services Topic 3.1 Learners will understand the stages in a development cycle, e.g.: elements to consider when costing contracting arrangements (commitment, allocation, ad hoc) brochure development administration procedures sales and marketing operation of programmes review and evaluation of programmes Topic 3.2 Learners will understand the key stages in preparing and marketing new products and services. These must include stages of brochure production and promotional methods including the following: Stages of brochure production, e.g.; layout artwork/photographs copy writing pricing publishing (online/print) distribution methods Promotional methods, e.g.; events with travel agents and customers launch activity, press trips, TV advertising FAM (familiarisation) trips flyers, leaflets, brochures, merchandising/giveaways online (website, social media) Topic 3.3 Learners will know how to develop new travel and tourism products and services, including: carry out research develop a product or service design promotional activities. 74 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

75 Guidance for delivery Tour operators need to remain competitive by offering their customers the widest range of products and services. Learners need firstly to understand the components of a package holiday and the products and services typically offered by tour operators. Using brochures in classroom activities could help learners to know the wide range of products and services offered by different tour operators. Looking at different brochures from the two major tour operators, TUI and Thomas Cook, will show learners the diversity of the brands these organisations supply and can help to show the wider context of the difficulty of identifying a truly specialist tour operator and separating the tour operator from the travel agent. They need to know what extras are available for customers to buy in advance of travelling, what different types of transport arrangements can be made and what the effects of current legislation are on the tour operator. Much of this can be found in brochures or online on individual tour operator websites. When understanding legislation learners need to be aware of the current legal responsibilities of tour operators and the voluntary codes of practice that many adhere to. When developing new products and services learners should be aware that tour operators will not only look at new destinations but may also consider new products and services within their existing programme. Learners need to be aware of the responsibility that tour operators bear in identifying potential risks generated through developing new resort areas in previously undiscovered parts of the world. They need to know what might be the consequence on local residents and the environment and infrastructure. But also how this is balanced to provide a commercially viable tour operator s product. Learners need to know the development schedules for new products and how these new products can be sold to their potential market. They also need to know about how tour operators might promote the new product to ensure its commercial success. It is strongly recommended that wherever possible, learners are given access to real working practice in the travel and tourism industry if this is not possible, they should be encouraged to visit organisations within the travel and tourism industry or delivery teams should look to bring in some guest speakers preferably from tour operators but also using experienced travel agents with extensive knowledge of selling package holidays. There are a wide variety of resources available to support the delivery of this unit and it would be impossible to create a definitive list. Delivering tutors should use whatever they feel most comfortable with, however in this fast-moving industry it is imperative to ensure that the latest edition of any resource is utilised. Other sources can be found listed in Unit 310 Special interest holidays and independent travel and Unit 312 Worldwide adventure tourism. Suggested learning resources Books Fletcher, Prof. J. et al Tourism: Principles and Practice 5 th Edition Published by: Pearson 2013 ISBN: Holloway, C. and Humphreys, C. The Business of Tourism Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 75

76 Published by Pearson (2012) ISBN: Newton, M Sell More Tours: A Guide to Online Marketing for Tour Operators Published by: CreateSpace Independent Publishing Platform, 2015 ISBN: Page, S. Tourism: A modern synthesis 3 rd Edition Published by Cengage Learning (2009) ISBN: Page, S. Tourism Management 5 th edition Published by Routledge (2014) ISBN: Wyllie, R. An Introduction to Tourism Published by: Venture Publishing (2011) ISBN: Brochures and magazines (many are available online) Holiday Which Tour operators brochures Travel guides e.g. Insight, Lonely Planet, Fodor, Rough Guides DVDs learn:travel, Teaching Materials for Travel & Tourism Classroom Video Ltd, Emerging Tourism Markets Tourism Planning and Development Websites Federation of Tour Operators Association of Independent tour operators ATOL: Air Travel Organisers' Licensing ABTA Travel Weekly Travel Trade gazette digital Tourism Concern Travel Bulletin First Choice Thomas Cook Thomson Holidays (TUI group) 76 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

77 Unit 334 Planning and delivering guided tours UAN: M/507/7465 Level: 3 GLH: 60 What is this unit about? The aim of this unit is to provide learners with an understanding of the knowledge and skills that are required to act as a tour guide. The role is vital to both the domestic tourism industry and for guided tours overseas. Guided tours assist in the interpretation of the history and culture of an area or building and play an important role in the appeal of a destination. This unit supports the development of the skills required when responsible for coordinating and leading groups of people around tourist sites or places of interest. This is a practical unit, where learners will deliver a guided tour for themselves, having considered the factors that have to be taken into account when planning guided tours and commentaries. These include the different needs of customers, legislation and organisational procedures that need to be adhered to and the local conditions that will have an effect on their activities. Finally, learners will gather feedback from participants and will evaluate the success of their tour, giving recommendations for improvement Learning outcomes In this unit, learners will be able to 1. Plan guided tours 2. Conduct guided tours 3. Evaluate guided tours Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 77

78 Learning outcome 1. Plan guided tours Topics 1.1 Components of a successful tour 1.2 Plans that can be adapted to suit customer needs and local conditions 1.3 Effects of legislation or organisational procedures on guided tours 1.4 Plan and develop guided tours 1.5 Produce commentaries for guided tours, including sources of information Topic 1.1 Learners will understand the components of a successful guided tour, including: route commentary (fixed and interpretive) group cohesion audibility duration Topic 1.2 Learners will understand the differences between different types of customer and tour, and the importance of contextualising information and formulating plans to meet different needs and interests, including level of interest and expectations mobility and sensory needs culture weather conditions location and accessibility Topic 1.3 Learners will know the legislation that has an impact on planning and delivery of guided tours, including: Trades Description Equality Act Fair Trading Individual organisational procedures (e.g. National Trust) Topic 1.4 Learners will know how to plan and develop guided tours, including: Route Health and safety risk assessments Topic 1.5 Learners will produce commentaries for guided tours. Fixed - presenting factual information within a single fixed route Interpretative - flexible in their delivery and responsive to the audience's expectations and reactions 78 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

79 Learning outcome 2. Conduct guided tours Topics 2.1 Provide health and safety information 2.2 Actions to take in the event of an emergency or problem arising 2.3 Relevant local issues 2.4 Give onward information 2.5 Ensure the health and safety of groups Topic 2.1 Learners will know the health and safety information to be given to groups before a tour, including: emergency procedures safety hazards and potential risks en-route personal safety security of personal belongings, clothing and footwear Topic 2.2 Learners will know the course of action to take in the event of an emergency or problem, including: accidents, minor and major injuries medical emergencies security alerts extreme weather conditions fire evacuation procedures Topic 2.3 Learners will understand the importance of informing groups on local issues before and during tours, including: cultural social environmental. Topic 2.4 Learners will know the different types of onward information that customers need to be given at the end of a tour, including: bus/coach pick up location local transport options Topic 2.5 Learners will know how to conduct guided tours, ensuring health and safety throughout. Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 79

80 Learning outcome 3. Evaluate guided tours Topics 3.1 Success indicators for commentaries and tours 3.2 Methods of feedback on tour commentaries 3.3 Evaluate the effectiveness of guided tours. Topic 3.1 Learners will understand the success indicators for commentaries and tours, e.g. More people enjoyed than didn t enjoy Everybody learnt something new Some people would return to visit a new area Topic 3.2 Learners will know methods that can be used to collect feedback from participants on tour commentaries, including Methods: Written Oral self-evaluation Participants Customer Peer Managers Tour guides Topic 3.3 Learners will understand the evaluation of guided tours and how to make recommendations for improvement. Guidance for delivery It should be recognised that those working towards the tour guiding unit may not have any personal experience of leading groups of people or delivering presentations in a variety of settings. It is vital therefore, that learners are given exposure to this activity as often as possible. It may take the form of leading their peers on local walks, prospective or new learners around at open events within the centre, showing visitors around the site, on day visits where a commentary on the route may be given as well as formally leading groups at sites or geographical locations to deliver with a given commentary or one that has been researched by the learner. It is also of benefit to learners to observe the practices of a professional and experienced guide in several settings, outdoors as well as indoors. It is important that learners undertake the role of a tour guide; this can be as a role-play or as a simulation. The tour commentary can be undertaken on a day visit to an attraction, or during a residential activity. Fixed commentaries present factual information on a fixed route while interpretative commentaries are flexible and consider the reactions of the audience and can change 80 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

81 when audience expectation is gauged. Fixed commentaries are generally easier for learners inexperienced as tour guides but learners should also be encouraged to be interpretative and react to their audience. This is more easily achieved if learners are well-researched and practiced and conduct their tour with minimal notes rather than a script. Practical work experience will be of benefit to the candidates to demonstrate their abilities and skills in a real life environment, building their confidence. The development of presentation skills should be developed within their learning environment. It is suggested that all learners lead at least one group of people with a commentary before they undertake the formal assessment for this unit. It is not necessary to use famous or landmark destinations. The most successful learner led tours are those where they are very familiar with an area or attraction. There are a variety of resources available to support the delivery of this unit and it would be impossible to create a definitive list. Teachers should use those they feel most comfortable with, however in this fast moving industry it is imperative to ensure that the latest edition of any resource is utilised. YouTube has a large number of virtual tours given by both professionals and amateurs and it is both useful and entertaining for learners see examples of excellence as well as how not to conduct a tour. Suggested learning resources Books Reily Collins, V. Becoming a Tour Guide Principles of Guiding and Site Interpretation Published by Cengage Learning 2010 ISBN: Journals and magazines Local and regional guidebooks Newspapers and local news publications BBC Learning Zone often shows programmes regarding communication skills Websites Visit Britain Resources for students Visit England Visit Scotland Visit Wales BBC History Local History Online Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 81

82 Unit 335 The cruise industry UAN: K/507/7464 Level: 3 GLH: 60 What is this unit about? The cruise sector is one of the fastest growing areas within travel and tourism, with more and more people selecting this holiday option. This unit is designed for learners to develop an understanding of the cruise industry and why it appeals to UK tourists. Once the preserve of the elderly cruising now appeals to young and old alike and cruise companies work hard to attract a diverse range of passengers including families with children, young adults and active retirees. Learners will explore domestic, European and worldwide cruise destinations, both at sea and on rivers, the attractions that make cruises stand out from other types of holidays and the way that travel agencies are able to sell cruises to an ever growing market of diverse customers. There will also be the opportunity for learners to reflect on what the key differences are between popular UK brands and how these differences might appeal to different customer types. Learning outcomes In this unit, learners will be able to 1. Cruise regions 2. The structure of the cruise industry 3. Types of cruise ships and their features 4. The UK cruise market 82 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

83 Scope of content The learning outcomes for this unit have been devised to develop learners understanding of the UK cruise industry. Learners will recognise the importance of the cruise sector and learn how cruise products and services differ from other leisure travel and holiday options. They will explore range of cruises on sale to UK tourists and why cruises appeal to them. Learning outcome 1. Cruise regions Topics 1.1 Domestic cruises 1.2 European cruises 1.3 Caribbean cruises 1.4 Other worldwide cruises Topic 1.1 to 1.4 Learners will know the locations of cruise regions to include; locations of cruise regions (domestic, European, Caribbean, other worldwide) ports of call and itineraries within cruise regions booking options (e.g. fly-cruise, ex UK cruises) Learning outcome 2. The structure of the cruise industry Topics 2.1 Major cruise companies 2.2 Channels of distribution 2.3 Growth and development of the cruise industry Topic 2.1 Learners will understand the key features of major cruise companies, to include: ownership status location of head office turnover number of vessels number and range of routes on offer Topic 2.2 Learners will understand channels of distribution for cruise sales, to include: travel agency sales (e.g. specialist agents or consultants, high street agents, e-agents) direct sales (e.g. telephone sales, internet sales, TV travel channels) tour operators (e.g. cruise excursions, own brand cruises) Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 83

84 Topic 2.3 Learners will understand the growth and development of the cruise industry, to include: Growth passenger numbers (recent statistical data e.g. by cruise region) new routes and regions Development new types of cruises (e.g. themed, special interest) technology (e.g. new vessels, development of facilities and terminals) Learning outcome 3. Types of cruises, ships and their features Topics 3.1 Types of cruise 3.2 Types of ship 3.3 On board features and facilities Topic 3.1 Learners will know the types of cruise available to UK customers, to include: river cruises ex-uk cruises fly cruises mini cruises cruise and stay round the world luxury special interest cargo-passenger clipper cruises Topic 3.2 Learners will know the types of ships used by different operators, to include size and tonnage crew to passenger ratio nationality of crew Topic 3.3 Learners will know on board features and facilities of cruise ships, to include types of cabin entertainment on board lectures sporting and spa facilities children s areas restaurants and bars other (e.g. nightclub, casino, themes) 84 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

85 Learning outcome 4. The UK cruise market Topics 4.1 Customer types 4.2 Appeal of cruising Topic 4.1: Learners will understand the range of customer types who may be attracted to a cruise, to include age families, couples, solo travellers, young adults, luxury, speciality socio-economic background special interests Topic 4.2 Learners will understand the appeal and the impact of cruising, to include Appeal location and itinerary the ship (e.g. size, facilities, crew to passenger ratio) activities and excursions levels of service (e.g. budget, luxury) suitability for customer type Impact economic (e.g. jobs, income) environmental ((e.g. Galapagos, reef damage, oil spillage) socio-cultural incidents (e.g. health, accidents) Guidance for delivery It is important that learners have an understanding of a wide variety of cruise options. Knowledge of a range facilities offered on board cruise ships will also be valuable. Learners should be encouraged to independently research the range of cruise options available to customers and the tutor could facilitate discussions to share their research. Atlases are helpful when investigating cruise regions and learners could be provided with outline maps to plot cruise areas. Cruise routes are often shown as maps in cruise brochures so it is important that learners can relate these to the wider world. Cruise brochures give details of ships, their facilities and samples of cruises and a range of these should be available. Brochures and websites could be used to plan itineraries for different customer types when delivering learning outcomes 3 and 4. A visit to a major industry event such as The Cruise Show will give learners an appreciation of how large scale the industry is. Additionally, there are plenty of TV shows dedicated to cruises which can be found on the internet and shared with students. Membership of the CLIA also gives access to training materials as well as cruise ship visits, however this has cost implications. It is sometimes Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 85

86 possible to arrange cruise ship visits independently at UK ports. Cruise lines also produce DVDs of their products that could be shown to learners. Guest speakers from the industry could include specialist travel agents, cruise operators or people who have worked on cruise liners in different roles. Suggested learning resources Books Clifford, G. The really, really, really sensible guide to cruising Published by: CreateSpace Independent Publishing Platform (2014) ISBN: Graham, D. Tips from the cruise addict's wife: Tips and Tricks to Plan the Best Cruise Vacation Ever! Published by: CreateSpace Independent Publishing Platform (2013) ISBN: Ward, D Cruising & Cruise Ships 2016 (Berlitz Cruise Guide) this guide is updated each year Published by: Berlitz publishing (2015) ISBN: Journals, magazines and brochures (most are available online) Websites Trade Journals (Travel Weekly, Travel Trade Gazette, Travel Bulletin) Cruise brochures from tour operators and cruise lines hard copies are a useful classroom resource CLIA Cruise Line International Association 86 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

87 Unit 336 Role of ground handling agent UAN: H/507/7463 Level: 3 GLH: 60 What is this unit about? This unit provides an overview of the ground handling role in relation to the passenger journey through an airport. The airport environment is complex and fast moving and airlines rely on ground staff to ensure that passengers are handled efficiently on their journey to their flight. Delays cost airlines money and it is the ground handlers who ensure that passengers are boarded speedily and safely, thus minimising the time an aircraft is on the ground. There are a number of roles and organisations dealing with ground handling services and the learner will be introduced to the variety and wide scope of the different responsibilities for those who are employed at an airport and how they work together. Technical skills, particularly using communication techniques such as using public address systems and ensuring accuracy of language, will be explored and developed. The unit follows the passenger through the airport, from check-in, to boarding a flight, to handling arriving flights and taking care of passengers with specific needs. These actions take place within a legal and operational framework which learners need to be aware of. Finally, airports are stressful and unpredictable places and learners will consider how best to react to conflict and emergencies. The airport is an exciting and stimulating environment and the size and scope of the job opportunities available within it will be of particular interest to those learners who want to continue into employment in aviation, or customer services in a travel setting. Learning outcomes In this unit, learners will be able to: 1. Understand how ground handling agents support airlines, airport and passengers 2. Understand the responsibilities of ground handling agents at check in 3. Know the responsibilities at the gate 4. Know how to handle passengers effectively Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 87

88 Learning outcome: 1. Understand how ground handling agents support airlines, airport and passengers Topics 1.1 The service providers and roles of ground passenger agents 1.2 The passenger journey 1.3 Airport terminology Topic 1.1 Learners will know the service providers that support airlines in the airport and the different roles of ground handling agents, to include: Service providers airlines ground handling companies airport Roles passenger service agent customer service agent ramp service agent baggage hall agent aircraft dispatcher Topic 1.2 Learners will know the passenger journey through the airport Topic 1.3 The learner will understand the importance of using correct airport terminology, to include: phonetic alphabet landside/airside IATA codes (City/airport, airlines & state codes) Special Service Request codes (SSR) eg WHCH, WHCS, meals, VIPs/CIPs, DEAF, UNMN 24-hour clock elapsed time time zones (local/ Zulu) local time abbreviations eg ETA, ETD, STA, STD, ATA, ATD 88 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

89 Learning outcome: 2. Understand the responsibilities of ground handling agents at check in Topics 2.1 Check in 2.2 Special services 2.3 First/CIPs/VIPs Topic 2.1 The learner will understand the check in procedure, to include: DFT/CAA regulations passport and visa checks security checks weighing/ tagging baggage seat allocation issuing boarding passes baggage drop-off Topic 2.2 The learners will understand the different special services offered, to include: passengers with reduced mobility (PRM) unaccompanied minors/young person travelling alone meet and assist (MAAS) special assistance area/lounge Topic 2.3 The learners will understand the processes for dealing with First class passengers, CIPs and VIPs, and the facilities available, eg: fast track service, limousine drop off, kerb side check in VIP/executive lounges arrival and departures Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 89

90 Learning outcome: 3. Know the responsibilities at the gate Topics 3.1 Departures 3.2 Communications 3.3 Arrivals/transfers Topic 3.1 Learners will understand the responsibility of staff at departures, to include; equipment (eg radios, hi vis jackets, ear defenders, air bridge and steps) passenger checks passenger reconciliation airline boarding methods (low cost, charter, full-serviced schedule airlines, pre-boarding) despatcher role Topic 3.2 Learners will know how to use radios and PA systems to make announcements, eg: conventions for radio communication announcements: o last call o cancellation o missed boarding o flight delays Topic 3.3 Learners will understand the procedures for arrivals and transfers, to include: origins of flight passenger numbers liaising with special services transfers disembarkation of passengers liaising with different personnel passengers denied entry decontrolling 90 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

91 Learning outcome: 4. Know how to handle passengers effectively Topics 4.1 Legislation and regulations 4.2 Conflict situations 4.3 Handling conflict 4.4 Dealing with emergencies Topic 4.1 Learners will know the restrictions and regulations the ground handling staff need to work within, including: DFT/CAA regulations (including security and compensation for delays/cancellations) Topic 4.2 Learners will understand typical conflict situations encountered by ground handling staff, including: overweight checked luggage excess hand luggage denied boarding (invalid passports or visas, disorderly passengers, late arrival of passenger) deportees delays and cancellations Topic 4.3 Learners will know how to respond to a variety of conflict and emergency situations, including methods of defusing conflict Topic 4.4 Learners will know how to deal with different emergencies, to include; fire security medical technical Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 91

92 Guidance for delivery Most, (though not all) those studying Travel & Tourism will have travelled by plane and an initial discussion where first hand experiences are shared, would be a useful and interesting introduction to the unit. Learners should reconstruct their journey on departure and arrival, considering all the times they were in contact with airport staff and the responsibilities of those staff in ensuring that their journeys were completed successfully In the first learning outcome, learners need to research the role of the ground handling companies. The websites for the biggest companies provide interesting detail on services provided, career opportunities and job descriptions of different roles available, including those which are not necessarily passenger facing. Research into how many people are employed at airports would be of interest and these statistics are available online. For learning outcome two, a visit to an airport, whether regional or national, will be invaluable in expanding learner understanding of the processes that need to be undertaken at check-in and the other airport services provided. Although gaining access to airside is ideal, it can sometimes not be possible, but a visiting speaker can help to illuminate the procedures and technical activities that take place at the gate. This unit lends itself to a range of topics which can be explored practically. Learners should be encouraged to learn and use the technical language employed in the aviation world to ensure accuracy of communication. Practising announcements on a PA, or using radios, will develop clarity of speech. Though there is an assumption that learners will have some customer service skills and understanding, a discussion of why airports lend themselves to stress and conflict will help to give an enhanced understanding of the best way to assist customers in a variety of situations. Role plays will develop professionalism in responding to difficult customers and complex situations. This unit should be stimulating for all learners and will aid the development of valuable transferrable skills for future employment. 92 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

93 Suggested resources Books Careers in Airlines and Airports Published by: Kogan Page Publishers, 2002 ISBN Collins, V The Big Book of Customer Service Training Games: Quick, Fun Activities for All Customer Facing Employees Published by: US Adaptions 2006 ISBN Carlow P; & Deming VK Specifications of Aircraft Ground Handling, including: Cara Operations, Star Air Aviation, John Menzies, Lsg Sky Chefs, Servair, Gate Gourmet, Swissport, Plane Handling, Sas Ground Services, Shaheen Airport Services, Aviapartner, Servisair, Wingtips Airport Services (English) (Paperback) Published by: Hephaestus Books ISBN Publications Ground Handling Magazine Websites Aviator Careers Aviation Ground Support CAA Requirements for Ground Handling Agents Civil Aviation Authority - Radiotelephony Manual (CAP413) Communication skills Ground Handling Services at Gatwick Institute of Customer Service Media Partners (Customer Service) Menzies Aviation Passenger Reduce Mobility at Gatwick World Ground Handling Directory - Swiss port IATA Ground operations Videos Come Fly With Me EasyJet Airline - variety of videos on YouTube Learn travel teaching materials for Travel and Tourism, including Air Cabin Crew, Airport Ground Handling Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( ) 93

94 Appendix 1 Sources of general information The following documents contain essential information for centres delivering City & Guilds qualifications. They should be referred to in conjunction with this handbook. To download the documents and to find other useful documents, go to the Centres and Training Providers homepage on City & Guilds Centre Manual This document provides guidance for organisations wishing to become City & Guilds approved centres, as well as information for approved centres delivering City & Guilds qualifications. It covers the centre and qualification approval process as well as providing guidance on delivery, assessment and quality assurance for approved centres. It also details the City & Guilds requirements for ongoing centre and qualification approval, and provides examples of best practice for centres. Specifically, the document includes sections on: the centre and qualification approval process assessment, internal quality assurance and examination roles at the centre registration and certification of candidates non-compliance and malpractice complaints and appeals equal opportunities data protection management systems maintaining records internal quality assurance external quality assurance. Our Quality Assurance Requirements This document explains the requirements for the delivery, assessment and awarding of our qualifications. All centres working with City & Guilds must adopt and implement these requirements across all of their qualification provision. Specifically, this document: specifies the quality assurance and control requirements that apply to all centres sets out the basis for securing high standards, for all our qualifications and/or assessments details the impact on centres of non-compliance Our Quality Assurance Requirements document encompasses the relevant regulatory requirements of the following documents, which apply to centres working with City & Guilds: Ofqual s General Conditions of Recognition The centre homepage section of the City & Guilds website also contains useful information on Walled Garden: how to register and certificate candidates on line Events: dates and information on the latest Centre events Online assessment: how to register for e-assessments. 94 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

95 Useful contacts UK learners General qualification information International learners General qualification information Centres Exam entries, Certificates, Registrations/enrolment, Invoices, Missing or late exam materials, Nominal roll reports, Results Single subject qualifications Exam entries, Results, Certification, Missing or late exam materials, Incorrect exam papers, Forms request (BB, results entry), Exam date and time change International awards Results, Entries, Enrolments, Invoices, Missing or late exam materials, Nominal roll reports Walled Garden Re-issue of password or username, Technical problems, Entries, Results, e-assessment, Navigation, User/menu option, Problems Employer Employer solutions, Mapping, Accreditation, Development Skills, Consultancy E: E: E: E: E: E: T: +44 (0) E: Every effort has been made to ensure that the information contained in this publication is true and correct at the time of going to press. However, City & Guilds products and services are subject to continuous development and improvement and the right is reserved to change products and services from time to time. City & Guilds cannot accept liability for loss or damage arising from the use of information in this publication. If you have a complaint, or any suggestions for improvement about any of the services that we provide, [email protected] 95 Level 3 Advanced Technical Diploma in Leisure, Travel and Tourism (450) ( )

96 About City & Guilds As the UK s leading vocational education organisation, City & Guilds is leading the talent revolution by inspiring people to unlock their potential and develop their skills. City & Guilds is recognised and respected by employers across the world as a sign of quality and exceptional training. City & Guilds Group The City & Guilds Group operates from three major hubs: London (servicing Europe, the Caribbean and Americas), Johannesburg (servicing Africa), and Singapore (servicing Asia, Australia and New Zealand). The Group also includes the Institute of Leadership & Management (management and leadership qualifications), City & Guilds Licence to Practice (land-based qualifications) and Learning Assistant (an online e-portfolio). Copyright The content of this document is, unless otherwise indicated, The City and Guilds of London Institute and may not be copied, reproduced or distributed without prior written consent. However, approved City & Guilds centres and candidates studying for City & Guilds qualifications may photocopy this document free of charge and/or include a PDF version of it on centre intranets on the following conditions: centre staff may copy the material only for the purpose of teaching candidates working towards a City & Guilds qualification, or for internal administration purposes candidates may copy the material only for their own use when working towards a City & Guilds qualification The Standard Copying Conditions (see the City & Guilds website) also apply. City & Guilds 1 Giltspur Street London EC1A 9DD