Travel & Tourism
Intent
Our intent for Level 3 Extended Certificate in Travel and Tourism is to provide an introduction into the travel and tourism sector. It will provide underpinning knowledge and skills to meet both industry and higher education requirements. It will also develop transferable and higher order skills which are highly regarded by employers and higher education establishments.
Further information
Key Stage 5
The course has been designed to maximise learners understanding of the travel and tourism industry. In Year 12 learners begin work on the Unit 9 “Visitor Attractions” coursework as this provides an introduction into the types of visitor attraction within the travel industry and covers the key considerations faced by these attractions to remain competitive. The other reason this is covered at the beginning of Year 12 is it provides an opportunity for learners to visit a visitor attraction (NMA) to gain an understanding of what they might include. This is important as some learners have never been to an attraction. The Unit 1 exam “World of Travel and Tourism” is also covered in the Autumn term due to it introducing the travel industry including its key components and scale. Again, this is important as some learners have very limited understanding of these components. For example, they have not visited an airport/been to a hotel. In the Spring term learners complete the work for Unit 9.
In the Summer term of Year 12 students start work for the Unit 3 coursework unit “Marketing Principles in Travel and Tourism”. This deepens their knowledge of a key function of the travel industry and allows them to develop their research skills through investigating the marketing used by different travel organisations. Again, this builds on the work previously completed in Unit 9 as they will already have researched marketing at the NMA and Goose Fair.
In Year 13 learners complete the Unit 3 coursework whilst spending the Autumn term focusing on the Unit 2 exam “Global Destinations”. Through looking at the appeal and features of a range of global destinations students are able to broaden their horizons and understanding of the world. The itinerary planning included in this unit develops skills useful if they were to enter employment in the travel industry.
This approach to delivery allows learners to build up their knowledge of the travel industry and revisit key topics throughout the 2 years. For example, the transport sector is covered in both the unit 1 and unit 2 exam. The nature of the coursework tasks allows students to develop skills for employment in the travel industry and for progression to higher education including research skills, organisation and communication.
Curriculum Plans
Travel & Tourism Y12 Curriculum Plan
Travel & Tourism Y13 Curriculum Plan
Curriculum time allocation
KS5 - 10 hours a fortnight (option)
SEND Learner Experience in Travel & Tourism
Planning
When planning lessons, we use all SEND information documents available; Individual Learning Plans, EHCP documents and reading age scores to ensure a sound knowledge of individuals' needs and that appropriate resources are used to support learning. The seating plan is carefully organised and a class plan is completed for every class.
Work scrutiny is used to prioritise students with SEND and assess how effectively progress is being made. If not, we make reasonable adjustments to their experience based on the information we hold and liaise with the SENDCo where appropriate.
When planning our schemes of work, we ensure that we create a curriculum in which there is a clear revisiting of topics, subjects or themes throughout the course. This ensures a deepening of skills and knowledge, with each successive encounter building on the previous one.
- Retrievals used to reinforce learning
- Clear learning journey with ‘know it, link it, say it’
- Explicit teaching of vocabulary
- Explicit modelling using guided practice
- Time for deliberate practice.
Before each lesson
We ensure that each class has a set seating plan for their lesson to enable us to identify SEND students and deliver timely support.
Moreover, directorate meetings have a standing SEND point on the agenda where discussions take place to identify and plan for individual needs.
Entry routine
We welcome the students into the classroom, using thresholding, ensuring all students feel recognised. We use routine and procedure to establish common expectations, e.g the retrieval task is always on the board or, where appropriate, printed out and on desks.
During teaching
We use the Tavistock College Charter to ensure consistency of experience.
Resources are created to ensure all students can access the lesson.
'3,2,1, STAR behaviours’ and tracking are used to ensure all students understand and engage with the task.
We pre-warn students when we are about to cold-call for questions.
After each lesson
We use the evidence seen in student books to inform our planning of the next lesson.
After each assessment
We use the evidence seen in student work to inform our planning of the next lesson. We have a reteach lesson where misconceptions and common errors are clarified and explained.
Data analysis includes a focus on SEND students.
Reading and literacy in Travel & Tourism
Subject contact
Amy Coleman