SCHEME OF WORK FOR TRAVEL AND TOURISM 0471 IGCSE For Year 9 to Year 11

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TABLE OF CONTENT TOPIC/ TITLE 1. Working Committees 2. Teachers Guide and Reminders 2.1. Scheme of Assessments 2.2. Scheme of Works 2.3. Suggested / Recommended Textbooks for Teachers References 2.4. Recommended Websites PAGE NO. 2 3 3 4 5

3. Time Frame Allocated for The Programs 3.1. 2 Years Program 3.2. 3 Years Program 4. Recommended Time or Teaching Periods Travel and Tourism IGCSE Scheme of Work for Year 9, 10 and 11 (2 AND/ OR 3 Years Program)  UNIT 1 - The Travel and Tourism Industry (Introduction)  UNIT 2 - Features of Worldwide Destinations  UNIT 3 - Customer Care and Working Procedures  UNIT 4 - Travel and Tourism Products  UNIT 5 - Marketing and Promotion  UNIT 6 - The Marketing and Promotion of Visitors Services (Coursework)

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UNIT 6 - (Paper 3 Coursework Investigation)  Guidelines in Producing the Coursework Report  The Title of Research Project Should be  Choice of Titles  Suggested Titles by C.I.E.  Suggested Titles (Using Local Examples)  Guidelines for Assessment of Coursework

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1. TRAVEL AND TOURISM 0471 IGCSE SCHEME OF WORK COMMITTEES

NO. 1 2 3 4 5 6 7 8 9 10 11 12 13 14

NAME SITI MARIENAH BTE HJ UMAR SITI NABIELAH BTE HJ KAMIS NOR IZZAH BTE HJ OTHMAN APIZAWATI BTE HJ PERUDIN HJH KASMAWATI BTE HJ LATIF HJH SITI BTE PUNGUT PG HJH NOR INTAN BTE PG SALLEH HJH NORBANEI EFAH BTE HJ MOHD YUSOF HJH ROSLAILA BTE HJ JUNI ZATUL IFFAH BTE HJ HASAN NORKHATIJAH BTE HJ ZAINAL GUDAIHENAH BTE YADAI RADIMAN BIN HJ IDRIS MD SHUKRIWAN HJ ABD LATIFF

TASK HEAD OF CO ORDINATOR UNIT 1 CO ORDINATOR for UNIT 1 and NOTES for UNIT 1 CO ORDINATOR for UNIT 2 NOTES for UNIT 2 CO ORDINATOR for UNIT 2 NOTES for UNIT 2 CO ORDINATOR for UNIT 3 NOTES for UNIT 3 CO ORDINATOR for UNIT 3 NOTES for UNIT 3 CO ORDINATOR for UNIT 4 NOTES for UNIT 4 CO ORDINATOR for UNIT 4 NOTES for UNIT 4 CO ORDINATOR for UNIT 5 NOTES for UNIT 5 CO ORDINATOR for UNIT 5 NOTES for UNIT 5 CO ORDINATOR for UNIT 5 NOTES for UNIT 5 CO ORDINATOR for PLANNING AND ALLOCATION OF PERIODS and ICT CO ORDINATOR for TEACHING ACTIVITES and RESOURCES FOR TEACHERS CO ORDINATOR for TEAC HING ACTIVITIES and RESOURCES FOR TEACHERS

SCHOOL S.M SAYYIDINA HASAN S.M SAYYIDINA HASAN S.M SAYYIDINA HASAN S.M SAYYIDINA HASAN S.M SAYYIDINA UMAR S.M AWG SEMAUN S.M MENGLAIT S.M SULTAN SHARIF ALI S.M RIMBA S.M BERAKAS S.M MUDA HASHIM S.M PJNPHAB ,MUMONG MAKTAB ANTHONY ABELL, SERIA S.M SAYYIDINA OTHMAN, TUTONG

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2. TEACHER S GUIDE AND REMINDERS 2.1. Scheme of Assessment

All candidates will take Paper 1 and either Paper 2 or Paper 3. I. Paper 1 (2 hours) This paper comprises four scenario - based questions which require candidates to provide short answers. This is known as the CORE (Unit 1 to Unit 4) Paper 2 ( 2 and 1/2 hours Alternative to coursework ) This paper comprises scenario - based questions, which require candidates to provide short answers. It is based on the contents of unit 5. This paper requires a broad understanding of t he principles of marketing and promotion of the ways in which marketing and promotion are used within the Travel and Tourism industry. Paper 3 ( Coursework Investigation Centre Based Assessment ) The investigation is directed towards the content of uni t 6 , and should allow candidates to apply their knowledge and skills of this area of the Travel and Tourism industry .It requires a basic understanding of the principles of the marketing and promotion of visitor services. Marks will be allocated between the papers on the following basis: Paper 1 2 3 2.2. Scheme of work (S.O.W) I. II. III. IV. The Scheme of Work (S.O.W) provided is just the guidelines for the Travel and Tourism teachers. The Topics for each of the Units are following the Syllabus p rovided by the C.I.E. Each of the objectives for every unit is narrowed down to meet the aim of the Syllabus. The Suggested Activities/ Approaches Column is the list of suggested that can be used by the teachers as some guidelines. Any additional activities and/ or approaches are also welcome. Weighting 60% 40% 40%

II.

III.

IV.

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V.

Teachers Resources/ Teaching Aids column is the list of possible resources and teaching aids that each teacher can refer to. Any additional resources are also welcome. Suggested / Recommended Textbooks for Teachers References AUTHOR Verita Relly Colins Ann Rowe, John D. Smith and Fiona Borein Ward, John Vellas, Francois, Becherel Lionel Medlik, S. Yale, Pat Horner, Pauline Davidson, Rob Maitland, Robert Horner, Pauline Davidson, Rob Burton, Rosemary Horner, Pauline Hazelhurst, Bill Korniczky, Peter Peter St. John & Dave Richardson Peter St. John & Dave Richardson John G. Wilson Youell, Ray Skinner, Redfern and farmer Bowen and Pallister PUBLISHED 1996 2002 1997 1995 1995 1995 1991 1997 1996 1998 1997 1993 1999 1999 1996 1997 1984 1996 2001 1997 PUBLISHER Travel Trading Co Cambridge University Press Longman Higher Education Palgrave Macmillan Butterworth Heinemann Longman Nelson Thornes Hodder Arnold H & S Longman Longman Higher Education Longman Higher Education Nelson Thornes Columbus Travel Publishing Columbus Travel Publishing Geographical Association Geographical Association Schofield and Sims Hodder Arnold H & S Hodder Arnold H & S Hodder Arnold H & S

2.3.

NO. TITLE 1 ABTA s Guide to Working in Travel 2 Cambridge Career Award in Travel and Tourism: Standard Level 3 GCSE Travel and Tourism 4 International Tourism 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Managing Tourism The Business of Tour Operation The Travel Industry in Britain Tourism Destinations Travel Agency Practice Travel and Tourism in Europe Managing People & Activities Travel Geography for Tourism: Part 1: UK World Travel Atlas 8th Edition The World Travel Dictionary Methods of Statistical Analysis of Fieldwork Data Methods of Presenting Fieldwork Data Statistical in Geography for A Level Students Complete A to Z Leisure and Tourism Handbook A to Z Geography Coursework Handbook (Including Investigative Skills) Tackling Geography Coursework

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2.4. NO 1 2 3 4 5 6 7 8 9 10

Recommended Websites WEBSITES http://www.businesstraveller.com http://www.visitbritain.org http://www.towd.com http://www.worldclimate.com http://www.unwto.org/index.php http://www.travelnotes.org http://www.tourismbrunei.com/home.html http://www.eturbonews.com http://www.travelweekly.co.uk OTHER WEBSITES RECOMMENDED BY C.I.E. WEBSITES I. II. II. III. IV. V. http://www.americaexpress.com http://www.cybrary.com.sg/ http://www.staruk.org.uk http://www.towd.com http://www.travelchannel.co.uk http://www.world-tourism.org USEFUL FOR Business Travel. Singapore Visitor Arrivals data. United Kingdom s Tourism Facts and Figures Worldwide Directory Tourism Offices. Travel Education Project, Learner s Pack. World Tourism Organization. TEACHING UNIT 1, 4,5 1 1,4,5 2 1 2,4,5 1,2,4,5 (LOCAL CASE STUDY) 1,2,4,5 1,2,4,5

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3. TIME FRAME ALLOCATED FOR THE PROGRAMS There are two periods that can be allocated for this program (2 y ears program and 3 years program). The following can provide a guideline for teachers to make proper arrangements with their school administration

3.1.

2 YEARS PROGRAM YEAR 9 (2 YEARS PROGRAM) UNIT 1 UNIT 2 UNIT 3 YEAR 10 (2 YEARS PROGRAM) UNIT 4 UNIT 5 OR UNIT 6 COURSEWORK

3.2.

3 YEARS PROGRAM YEAR 9 (3 YEARS PROGRAM) UNIT 1 UNIT 2 YEAR 10 ( 3 YEARS PROGRAM ) UNIT 3 UNIT 4 YEAR 11 ( 3 YEARS PROGRAM) UNIT 5 OR UNIT 6 COURSEWORK

4. RECOMMENDED TIME OR TEACHING PERIODS 2 YEARS PROGRAM 4 Periods per week  For 30 minutes per period = 2 hours per week.  For 35 minutes per period = 2 hours and 20 minutes per week. 3 YEARS PROGRAM 5 Periods per week  For 30 minutes per period = 2 hours and 30 minutes per week.  For 35 minutes per period = 2 hours and 55 minutes per week

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

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5. TRAVEL AND TOURISM IGCSE SCHEME OF WORK FOR YEAR 9, 10 AND 11 (2 AND/ OR 3 YEARS PROGRAMM E ) UNIT: 1 - THE TRAVEL AND TOURISM INDUSTRY (INTRODUCTION) Learning Outcome ( Sub topics ) 1.1 Introduction to Tourism Industry Resources / Teaching Aids

Objectives

Periods

Suggested activities / approaches

1. To understand and explain the structure or the international travel and tourism industry. 2. Students should know all the important key terms in tourism. Definitions of the industry:  Travel  Travel services  Tour operators  Tourism services  Tourist classification. 3. To know and identify the important key terms and able to distinguish between them:  The awareness of roles of tourist boards,  Travel agents,  Tour operators,  Accommodation providers,  Transport providers,  Tourist attractions,  Catering outlets,  Entertainment venues  Ancillary tourist services.

2 weeks (2 years programme)

1. Identify and provide examples of the main travel and tourism component activities present in the local area. Place these into suitable categories, such as:  Entertainment  Travel  Transport  Catering  Accommodation  Sport and leisure  Other tourists attractions. 2. Make a research for each category by interviewing someone in the travel and tourism industry (fieldwork/ field trip). 3. Collect local tourism brochures in your area and create a wall display (group work/ individual work). 4. Analyze the current range of products and services available using the categories already identified, by means of:  Tally chart  Bar chart  Pie chart

Refer to teacher s resource guide and notes.

Textbooks/Internet. The local area s tourist or visitor guide. The Columbus Guide to World Tourist Attractions. Newspaper adverts. Local Government sites/tourism provides web pages. Leaflets and brochures.

3 weeks (3 years programme)

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5. Identify the total number of travel and tourism suppliers and express the number in each category as a percentage.

1.2 Investigation and Analysis of Evidence in tourism.

1. Students should be able to understand, investigate and analyze:  Tables, data, graphs, 2. Students should be able to construct:  Pie chart,  Graphs and tables from statistic. 3. Students should understand and appreciate the significance of tourism within local area 4. Students should understand that people who travel have different needs.

1 week (2 years programme)

1. Introductory exercise. All students interview each other Refer to teacher s and find out their top ten needs and wants when choosing resource guide and a holiday. notes. 2. Define the different types of tourists. For example: the 1998 Dubai Passenger survey  45% Business  44% Leisure  8% VFR  3% Not classified (ALL the above can be different according to your selected country/ countries) 3. Now try to identify the variety of different products and services that these leisure and business travellers will have used within the chosen destination. Textbooks /Internet. Newspaper adverts. Local Government sites/tourism provides web pages. Leaflets and brochures.

1 week (3 years programme)

1.3 1. Students should be able to know and Social, identify the differences between : cultural,  Social impact on tourism economic and (positives and negatives impact) environmenta l impact of  Cultural impact on tourism travel and (positives and negatives impact) tourism.  Economic impact on tourism (positives and negatives)

3 weeks (2 years programme)

1. Create a chart that identify the differences in terms of economic, social and environmental impacts that can occur at a major tourism destination (PLEASE try to start with local examples first and followed by other countries). 2. Small group research on individual tourism destinations, listing all the positive and negative impacts that occur (Groups activity to compare findings). 3 Explain in details about the multiplier effect (PLEASE try to produce a simple and local example first)

Refer to teacher s resource guide and notes. Textbooks/Internet. Case studies : Brunei Malaysia Singapore

4 weeks (3 years programme)

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Environmental impact on tourism ( positives and negatives )

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Identify any negative effects due to the following:  Interest rates  Foreign exchange rates  Part-time and seasonal employment rates (TRY to provide a simple activity in the classroom foreign exchange between Brunei and Malaysian currencies) Identify and provide examples of the key issues involved in tourist/host encounters within the chosen area. Positive aspects might include:  Increased employment opportunities  Preservation of traditional culture, folklore, festivals  Better recreational facilities  Better infrastructure Negative aspects might include: Decline in traditional employment Population migration Seasonal underemployment Exposure to alternative lifestyle(s) Increased crime Decline in importance of traditional way of life

Facts and figures from. local /national tourist board and Government digest of national statistics. Local newspaper reports and articles. Magazines. 

    

Area s development plan. Example case studies of particular developments. Local maps.

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Invite a guest speaker from a local tourism organization to explain the benefits of tourism Investigations about the local area s built and natural environment. Use a local map to identify examples of positive effects e.g.  Conservation of heritage sites  Regeneration and redevelopment of derelict sites  Pollution controls  Traffic management schemes etc.

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Identify examples of negative effects e.g.  Urban sprawl  Traffic congestion  'Honeypot' sites  Footpath erosion  Loss of open space  Water supply issues  Wildlife habitats  Loss of bio-diversity  Water and air pollution Divide group into hosts and visitors debate positive/negative aspects of environmental impacts.

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1.4 Role of National Government on tourism industry.

1. Students should be able to know and understand the role of government on tourism and how government s effort and action can have an impact on developing tourism industry.

1 week (2 years programme)

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The need to promote and attract tourism by discussing how different agencies/interested parties might play a part in promoting tourism includes methods such as trade shows, advertising, role of embassies in foreign countries, role of Royal Brunei Airlines etc. Compare the local situation with that of an other important location such as Dubai in terms of :  National organizational structure.  Regional/ local organizational structure.  Policy.  Operational procedures  Number of offices (internal and international).

Refer to teacher s resources guide and notes Textbooks/Internet Details of national Department of Tourism . Local Brochures and Leaflets Newspaper Case studies: Brunei Darussalam Singapore Malaysia

2 1 week (3 years programme)

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1.5 Provision of Travel and Tourist Information centers. Local and overseas.

1. Students should know the needs and methods used to promote tourism industry. 2. Students should be able to identify the provision of tourist facilities and services available at tourist information centers.

2 weeks (2 years programme)

1. Conducts project to students concerning tourist information centers that are available locally and asked students to conduct interviews with the operators of the information centers and if possible to interview tourists on highly asked questions.

Refer to teacher s resources guide and notes Textbooks/Internet Case studies : Brunei Singapore United Kingdom

3 weeks (3 years programme)

1.6 1. Students should be able to know and The patterns identify: of demand for  The patterns of demand for international international tourism travel and  Historic trends of international tourism. tourism  Volume and values  Major tourism generators and receiving countries in the world. 2. Students should be able to understand some of the characteristics of tourism generating and receiving countries

1. Compile a list of the top 10 nations for tourist and visitor arrivals. Compare statistics for previous years and identify 'winners' and 'losers'. 2 weeks (2 years programme)

Refer to teacher s resource guide and notes.

3 weeks (3 years programme)

2. Discuss reasons why some nations may not be included in Textbooks/Internet. the listing and make suggestions as to why some countries are more successful at receiving tourists than others. World Travel and Tourism Council 3. Look at the 10 countries identified previously. Find out Journal and Website indicators level of economic development statistics for each nation examples : Maps and Atlas 
    

Population size and % of children Per capita GNP Birth and death rates Population doubling time Employment structures % urbanized

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UNIT: 2 - FEATURES OF WORLDWIDE DESTINATIONS Learning Outcome ( Sub topics ) 2.1 Knowledge of the main global features.

Objectives

Periods

Suggested activities / approaches

Resources / Teaching Aids

Students should be able: 1. To Identify and locate main continental land masses, ocean and seas. 2. To locate and describe the world s major cities in relation to their importance as major transport hub and destination. 3. To work out the local time of a particular destination relative GMT.

2 weeks (2 years programme)

3 weeks (3 years programme)

1. On a blank world map, name the seven continents and Atlas the major oceans and seas. Blank world map 2. Mark the major lines of latitude (Equator, Tropics, Arctic and Antarctic Circles) Teacher s resource 3. Mark the main lines of longitude (Greenwich Meridian guide and notes and International dateline). Textbooks/Internet 4. Mark and name the world s top 10 cities for air passenger transport 5. For each city ,state its local time relative to GMT Holiday Brochures

2.2 Awareness of different time zones and climate.

Students should be able to understand and know : 1. The relationship between global position (longitude) and time zones. 2. The relationship between global position (latitude) and physical environment (climate) 3. The influence of climate on tourism e.g. altitude, temperature, sunshine, precipitation, humidity, wind.

2 weeks (2 years programme)

3 weeks (3 years programme)

1. Choose at least one destination in each of the Atlas following major environments  Equatorial World map  Tropical Teacher s resource  Sub-tropical guide and notes  Temperate  Arctic Textbooks/Internet 2. For each, identify the following climatic variables:  Hottest months  Coldest months Columbus World  Annual range of temperature Travel Guide  Wettest season  Total rainfall

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2.3 Investigation and Analysis of Evidence.

1. Students should be able to understand the key features of a destination s climate conditions that have an effect on travel and tourism.

2 weeks (2 years programme)

3 weeks (3 years programme)

1. Choose any two contrasting destinations and compare them in terms of climate, pointing out key implications for tourism development, such as:  Effect of relief (shelter, aspect etc)  Temperatures (daily, seasonal variations etc)  Hours of sunshine  Rainfall (amounts, variations, potential hazards e.g. flood / drought)  Humidity (comfort, need for air-conditioning)  Winds (period of storm / calm etc.)  Hours of sunshine  Rainfall (amounts, variations, potential hazards e.g. flood / drought)

Atlas World map Teacher s resource guide and notes Textbooks/Internet Statistic obtained from local tourist publications, brochures or travel guides.

2.4 Investigate travel and tourism destination.

1. Students should be able to appreciate the varied nature of destinations and to understand the key factors in their development

2 weeks (2 years programme)

3 weeks (3 years programme)

1. Choose any destination (local/ regional) and examine how it has changed through time ( at least for the last ten years or so ) in terms of :  New building development  Numbers of visitors ( day visits , overnight visits and overseas visitors )  new events  New attractions  Variety of locations within the destination and their use  The agents of tourism development and the roles of the private ,public and voluntary sectors  Support facilities in place .

Teacher s resource guide and notes Textbooks/Internet Case studies : Brunei Darussalam Malaysia Singapore

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2.5 The features which attract tourists to a particular destination

1. Students should be able to identify and know the features of location and understand the factors that make it a tourist destination examples climate, cultural, religion etc.

2 weeks (2 years programme) 3 weeks (3 years programme)

1. Find an example of each of the following and obtain Atlas an image and description of each location:  Beach resort World map  Historical destination  Conference / major event venue Teacher s resource  Ski resort guide and notes  Inclusive holiday centre  Countryside area Textbooks/Internet 2. Using the image only, describe the reasons certain groups of tourist might be attracted to it. Case studies and examples Holiday brochures Tourist information Advertisements Destination guides

2.6 Factors influencing destination appeal

1. Students should be able to identify and appreciate the major factors influencing destination appeal.

2 weeks (2 years programme) 3 weeks (3 years programme)

1. Select a destination and create a leaflet to show destination appeal including:  Location ( landscape features )  Climate  Accessibility ( internal and external )  Accommodation  Attractions ( natural and built )  Culture (dress, arts and crafts, performance, language and religion )

Teacher s resource guide and notes Textbooks/Internet Holiday brochures Tourist information Advertisements

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UNIT: 3 - CUSTOMER CARE AND WORKING PROCEDURES Learning Outcome ( Sub topics ) 3.1 Dealing with customers and colleagues Resources / Teaching Aids Teacher s resource guide and notes Textbooks/Internet

Objectives

Periods

Suggested activities / approaches

Students should be able to : 1. Describe the importance of following customer care policies 2. Describe the necessity of good team work. 2 weeks (2 years programme)

3. Describe the importance of courtesy, 3 weeks tact and diplomacy recognized when (3 years dealing with customers and any programme) specific needs. 4. List down and describe the procedures for handling complaints.

Visit to at least one appropriate organization such as: 2. On the basis of such a visit, a report on the company  Travel agency investigated should be produced company aims and objectives, including mission statement etc.  Tourist  Structure, covering internal organization and Information operational segments Center  Job description for a particular job role under  Hotel consideration  Transport  Working conditions operator  Methods of communication for both internal  Visitor Attractions and external customers

1. Consider what good customer service actually involves (e.g. the contents of a Welcome Host one-day training programme). An investigative study visit could then be made to a local travel and tourism provider in order for students to gain firsthand knowledge of appropriate operational procedures.

3.2 The essential personal skills required when working in the travel and tourism industry

Students should be able to : 1. Define personal and interpersonal skills. 2. List down and describe the essential personal and interpersonal skills. 3. Explain the importance of personal presentation, clear speech, numeracy and literacy skills. 4. Identify the applications of technology

2weeks (2 years programme)

3 weeks (3 years programme)

1. On the basis of either an investigative visit or through a role-play simulation, the need for the following skills should be exemplified and evaluated:  Personal skills:  Verbal communication  Foreign languages  Report writing  Computer literacy and a range of ICT skills  Numeracy  Listening skills  Investigative skills

Teacher s resource guide and notes Textbooks/Internet Visit to an appropriate organization. Tutor-generated customer services role-play scenarios

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(Computerized reservation systems, other information technologies such as telephone, video text, facsimile, internet). 

Personal qualities:  Working under pressure  Ability to manage stressful situations  Ability to make quick decisions  Business-like appearance  Sense of humour  Warm manner  Enthusiasm  Ability to work in a team  Work to deadlines  Common sense  To be self-motivated

e.g. buying/selling a holiday, arranging car hire facilities , asking for help in a tourist information centre, booking a hotel for a group over the telephone. Case studies : Brunei Darussalam Job description

3.3 Basic procedures when handling enquiries, making reservations and receiving money

Students should be able to : 1. List down the procedures when handling the customer s requirements correctly upon receipt of an enquiry: 
In person  In writing  By telephone  Fax  Email.

2 weeks (2 years programme)

3 weeks (3 years programme)

2. List down the procedures when making simple reservation. 3. State or list down procedures of issuing receipts and recording payment

1. Students can work in pairs / groups to simulate the following customer/ employee encounters.  booking a holiday  Complete brochure booking page for a specific holiday  Keep a record of the transaction  Receipt given and payment recorded  planning a long haul trip  Identify flight availability from the Internet  Confirm dates and times of travel  Plan airport transfer from customer s home to arrive at check-in time  Use Internet, brochures or leaflets to identify hotel accommodation and costs at destination  Convert all costs into local currency, using published exchange rates  Produce an itinerary for both examples

Teacher s resource guide and notes Textbooks/Internet Holiday brochures Bus and Train timetables Visit a local travel agency to observe and gain firsthand experience on the use of booking systems. Tape record student role play (these can then be used to improve performance)

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3.4 Reference sources to obtain information

Students should be able to : 1. List down ways on how to prepare or obtain the accurate timetables, travel brochures and tariffs used. 2. List down and describe the steps in preparing the itinerary to meet customer s requirements. 3. Identify the computerized information systems and relevant technology to obtain information such as: 
Worldspan  Sabre  Galileo  World Wide Web

1 week (2 years programme)

Case studies : Brunei Darussalam

1 ½ weeks (3 years programme)

4. Identify the exchanged rate lists devised and used. 3.5 The presentation and promotion of tourist facilities 1 week (2 years programme) 1. Students should investigate their local area and act as a mystery shopper (If possible, teacher may need to guide and help the students). 2. Students should then investigate examples of the following for a variety of travel and tourism organizations  Window displays what is on offer?  Adverts local press, guides and tourist publications  Promotional leaflets and flyers  Brochures  WebPages Teacher s resource guide and notes Textbooks/Internet Record of personal investigations. Local press ,guides, destination manual and other printed sources of information Case study : Brunei Darussalam

1. Students should be able to list down methods on promotion of tourist facilities such as 
Visual displays for shop window  Advertisements  Leaflets  Brochures  Internet

2 weeks (3 years programme)

2. Students should be able to understand that tourist facilities can use a variety of presentational and promotional methods.

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UNIT: 4 - TRAVEL AND TOURISM PRODUCTS Learning Outcome ( Sub topics ) 4.1 Tourism products Resources / Teaching Aids

Objectives

Periods

Suggested activities / approaches

Students should be able to: 1. Describe the inter-relationship between travel and transport. 2. Describe the inter-relationship between catering and accommodation. 3. Describe the inter-relationship between travel and attraction. 4. Describe the inter-relationship between leisure and recreation and business facilities.

1 week (2 years programme)

2 weeks (3 years programme)

1. Draw table to compare the complete range of facilities Local tourist used by incoming business and leisure visitors. information sources, e.g. guide book and 2. Students should have already investigated travel and destination manual tourism provision within the local area. They should (Brunei Year Book) now be able to compare the complete range of facilities used by incoming leisure and business Text book/Internet visitors. Teacher s resource 3. Students prepare a 5 minutes presentation on the guide and notes range of facilities used by leisure and business visitors.

4.2 Components of tourism products

Students should be able to: 1. State and describe the three different types of tourism product such as: 
Package holidays,  An all-inclusive holiday,  An independent long haul trip.

1 week (2 years programme)

2 weeks (3 years programme)

1. Compare three types of tourism product available from your local area or international. Research an example of each of the following:  A typical family package holiday  An all-inclusive holiday  An independent long haul trip including return flight, accommodation for ten nights in two locations and car hire .

Use materials available from a local travel agency or from the internet. Collect images to help illustrate each product

Text book/Internet 2. Students provide named details of what each will involve the relative costs and come to a conclusion as Teacher s resource to which offers the best value for money. guide and notes

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4.3 Ancillary services

Students should be able to 1. Define ancillary services. 2. State and describe the range (varieties) of ancillary services provided such as marketing, reservations, guiding, and currency. 3. With reference to local examples, identify and describe the range of ancillary services made available by: 
A large local hotel within the local area.  Local tourist information centre or office.  A local historical attraction (if any).

1 ½ weeks (2 years programme)

1. Students (in pairs) compare the range of ancillary Brochures services made available by each of the following:  A large hotel within your local area Personal visit to any local hotels  Your local tourist information centre or office  A local historic or cultural attraction Teacher s resource guide and notes 2. Students suggest reasons for their findings Textbooks/Internet

3 weeks (3 years programme)

or cultural

4.4 Roles of tour operators

Students should be able to: 1. Define tour operator. 2. Describe the varieties of tour operator s products such as transport plus accommodation. 3. Describe the characteristics of tour operators. 4. Give the meaning with examples the different types of tour operator such as mass market, specialist, domestic, incoming, direct sell, and incoming tour operators.

1 week (2 years programme)

1 ½ weeks (3 years programme)

1. Define and give examples for each of the following types of tour operator:  Mass market  Specialist  Domestic  Incoming  Direct sell  Independent

Text book and case studies of particular operators Brochures Visit to travel operators where appropriate

2. Choose any one product provided by a particular operator and explain how: Textbooks/Internet  It has been put together  It has been influenced by integration and Teacher s resource economies of scale guide and notes  It varies in price on a seasonal basis  Consumer protection is offered

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5. Explain how the types of tour operator has been put together, influence by integration and economics scale, varies in price on seasonal basis, and consumer protection offered.

4.5 Roles of retail travel agents

Students should be able to: 1. Define tour agents. 2. Describe the different products and varieties of services offered by the tour agents. 3. Describe the job roles responsibilities of tour agents. and

1 ½ weeks (2 years programme)

1. Students research (in pairs/ group) into a local tour agency. Key aspects to investigate include: 
   

School visits or text book case study Travel brochures Textbooks/Internet Teacher s resource guide and notes Case studies: Brunei Darussalam, And/or South East Asian Countries.

2 weeks (3 years programme)

Range of products available Variety of services available Job roles and responsibilities Operational procedures Involvement with professional /trade organization

4. Describe the operational procedures of tour agents. 5. Describe how tour agents involved with professional/trade organizations. Activity 1: 4.6 Support facilities for travel and tourism Students should be able to : 1. Identify the features of the built environment (utilities, roads, telecommunications, airports, ports). 2. Investigate how they are funded, link with level of economic development. 3. Identify the range of accommodation providers available. (Hotels, hostels, apartments, guest houses and camp sites.

For activity 1: 1 ½ weeks (2 years programme) 1. Students research the infrastructure in the local area and compare with that of another destination, paying particular attention to the range of facilities available and their sequence of economic development. 2. Identify the type and range of accommodation available which include:  Hotels  Hostels  Apartments  Guest houses  Camp sites Investigation of the local area and use of an appropriate case study Local maps Textbooks/Internet

2 weeks (3 years programme)

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4. Choose and describe the products and services available. 5. Explain how the properties classified using grading criteria. 6. Obtain a map showing public transport within local area. 7. Assess the accessibility of the areas in terms of journey time, costs and availability of services. Areas include: 8. Airport, Central Business District, Major event venue, three leading visitor attraction, main tourist hotel and main sport stadium.

Activity 2 (pair work): 1.Choose an example of each type and range of accommodation available and describe the products and services available 1. Explain how such accommodation can be classified using various grading criteria 2. Examine occupancy trends of these accommodation within your area For activity 2: Local areas destination manual Sample promotional materials Statistics and grading criteria from local tourist board Activity 3 (individually): 1. Obtain a map showing public transport within the local area. Assess how accessible each of the following are, in terms of journey time, costs and availability of services:  Airport  Central business district  Major event venue  Three leading visitor attractions  Main tourist hotel  Main sports stadium Tourist brochures

For activity 3: Tourist map and transport leaflets Timetables Textbooks/Internet

4.7 Features of worldwide Air Transport in relation to major international routes

1 week (2 years 1. Choose and locate one important programme) international carrier Students should be able to : 2. Identify its route network (charter or schedule, domestic or international). 3. Investigate frequency of service on the routes.

1. Choose an important international carrier and identify its route network. 2. Investigate frequency of service on these routes.

Route maps from inflight publications Textbooks/Internet Teacher s resource

3. Provide details about what is available for First,

guide and notes

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4. Give details of services available for First, Business and Economy Class passengers on such routes. 5. Compare the international carrier with local airline. 6. Suggest reasons for the differences identified.

2 weeks (3 years programme)

Business and Economy class passengers on such routes. 4. compare the chosen carrier with your national airline (Royal Brunei Airlines). 5. suggest reasons for the various differences that you identify Case Studies: Brunei Darussalam, etc

4.8 Features of worldwide Sea Transport in relation to major international routes

Students should be able to : 1. Choose and locate one important 1 week international ferry route and major (2 years cruise circuits. programme) 2. Identify the main services operated 3. Provide details of the ferry and the cruise used. 4. Describe the products and services available on board. 5. Identify and explain the passenger facilities available in the home ferry port and terminal. 2 weeks (3 years programme year 10)

1. On a blank world map, outline name and locate the Brochures and major international ferry routes and the major cruise related websites of circuits cruise operator sites and ferry operator 2. Choose an example of an important international ferry sites route and also an example of an international cruise circuit. For each: Textbooks/Internet 
Identify the main service operators  Provide details of the vessels used  Describe the products and services available onboard explain the passenger facilities available in the home ferry port and terminal.

Teacher s resource guide and notes

Case Studies: Brunei Darussalam, Malaysia etc

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4.9 Features of worldwide Rail and Road Transport in relation to major international routes.

Students should be able to 1. Choose and locate one major international rail journey and one motor transport in tourism. 2. Provide the itinerary details. 3. Describe the products and services available for passengers. 4. Assess the type in terms of costs of operation, itinerary, journey time, attraction and convenience. 5. Consider the advantages and disadvantages for each different type of transport.

1 week (2 years programme)

2 weeks (3 years programme)

1. Students choose an example of a major rail Brochures featuring journey, popular with international travelers for rail packages and related Internet e.g. Euro routes, Blue Train, Orient Express websites 2. Students present findings to group and provide details of the itinerary and describe all the Route maps of rail and road journey products and services available for passengers. 3. Compare a fly-drive holiday package with an Timetables of major international coach tour package in terms of rail and road journey costs, itinerary, journey time, attraction and Textbooks/Internet convenience. Teacher s resource 4. Explain the advantages and disadvantages for guide and notes each different types of customer Maps and Atlas Textbooks/Internet

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UNIT: 5 - MARKETING AND PROMOTION Learning Outcome ( Sub topics ) 5.1 Role and Function of Marketing and Promotion Resources / Teaching Aids

Objectives

Periods

Suggested activities / approaches

Students should be able to: 1. Define marketing and promotion . 2. Identify and explain why marketing and promotion are important to travel and tourism providers 3. Identify the advantages of marketing and promotion to increase:  Sales and profitability. 
Competitive advantage.  Positive organizational and product image.  Customer satisfaction.

1 ½ weeks (2 years programme)

1. Introduce role and function of marketing and promotion (including definitions of marketing from Chartered Institute of marketing)

1 ½ weeks (3 years programme)

Local or international newspapers/ magazines cuttings on marketing and promotion of travel 2. Discussion on how organizations use marketing and promotion to increase customer numbers, to and tourism generate sales, and to create a positive image of products the company and its products. Local and international travel 3. Show picture examples of marketing and and tourism promotional activities done by local, national or pamphlets/ international travel and tourism providers. brochure 4. Students are to be split into groups (each group Text book/Internet consists of 2 or 3 members). Each group need to:  Develop one travel and tourism product CIE support guide  Design ways to market and promote this product effectively to travelers and tourists. Teacher s resource guide and notes 5. Student debate: Customer is king - Why customers play a vital role to travel and tourism providers.

5.2 Marketing and promotion techniques used in travel and

Students should be able to : 1. Describe the main marketing and promotion techniques used in travel and tourism such as the use of primary marketing research techniques e.g.

1 week (2 years programme)

Market research. 1. Assessment of customer needs and wants and how promotional activities target wants more than needs.

For market research Copies of questionnaire, surveys, statistical reports of tourism

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tourism 

Self-completion questionnaires.  Telephone surveys.  Face to face interviews

1 ½ weeks (3 years programme)

2. Describe the use of secondary marketing research techniques eg  internal information  external information

2. Understanding on how organization finds out what customers actually want from a specific travel and tourism product or service. 3. Identifying different types of market research (primary market research techniques and secondary market research techniques) 4. Activity: ( Pair work ) In pairs, students design a questionnaire and conduct research

trends, census data Textbooks/Internet CIE support guide

5.3 S.W.O.T

Students should be able to: 1. Identify the Strength Weaknesses Opportunities Threats (SWOT) in marketing and promoting.

1 week (2 years programme)

2 weeks (3 years programme)

SWOT analysis Explanation include: Definition of SWOT analysis, focusing on the strengths and weaknesses faced and where marketing opportunities currently exist and need exploiting, and identifying who the competition is and what their current marketing activities involve. Activity: a. b.

For SWOT analysis Internet search under tourism SWOT analysisregular updates of new initiatives carried out by government Tourist Agencies provide useful case study Research on internet and carry out own examples SWOT analysis on a chosen case study. Students devise ways in which a travel Textbooks/Internet and tourism provider can use information gained from a SWOT analysis.

5.4 P.E.S.T

Students should be able to: 1. Analyze the Political, Economic, Social, and Technological influences (PEST) that has impact on marketing and promotion.

1 week (2 years programme)

PEST analysis Explanation include: Definition of PEST analysis (Political, Economic, Social and Technological influences on travel and tourism

For PEST analysis Internet search under tourism PEST analysis- regular updates of new

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products and services) 2 weeks (3 years programme) Activity: a. b.

Research on internet and carry out own PEST analysis on a chosen case study Identify what the information from a PEST analysis may tell travel and tourism providers.

initiatives carried out by Government Tourist Agencies provide useful case study examples Internet/Textbooks

5.5 The development of an effective marketing mix (product, price, place and promotion)

Students should be able to : 1. Create an effective marketing mix which are Product, Price, Place and Promotion

1 week (2 years programme)

2 weeks (3 years programme)

Analysis of market research data: Explanation include: 1. Compare sources of types of data 2. Assess how data makes marketing decision (use survey results previously conducted) 3. Exploration of issues of information reliability, results bias and cost effectiveness.

For analysis of market research data: Survey results previously conducted Secondary sources of data Internet / Textbooks Case studies Copy of socioeconomic classification used in business Local and international travel and tourism brochures Newspaper/ travel magazines Internet/Textbooks

5.6 Market Segmentation and targeting

Students should be able to: 1. Identify the different market segments targeted by travel and tourism providers and able to recognize: the main market segments targeted :  Geographic.  Demographic model.  Lifestyle

1 week (2 years programme)

2 weeks (3 years programme)

Explain: 1. Different categories of customers. 2. How market can be broken down into different segments; geographical influences, lifestyle influences, socio- economic classifications and general demographics Activity: Students do research to identify different products and services aimed at specific types of customers.

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5.7 Interpretation and Evaluation of Travel and tourism products.

Students should be able to: 1. Explain how specific travel and tourism products are developed to cater for the needs and expectations of different market segments tourism products offered :  Package holidays.  Availability of transport.  Accommodation and catering.  Tourist information services.  Tourist attractions Students should understand the importance of the tourism products offered to the targeted market segment, for examples:  Families  Single  Groups  Type of customer  Different ages and gender  Specific needs  Special interest  Quality ,economy ,value for money

E

Explanation include: 1. Features /characteristics of each tourism product offered. (by constructing mind map)

1 week (2 years programme)

Local and international travel and tourism brochures

2. How segmentation can be used to target types Newspaper/ travel magazines of customers towards a specific product or services Students do research through newspapers, travel magazines and internets on various tourism products offered and identify the importance of these various tourism products to the targeted market segments. Guest speaker (representative from travel agents or other tourism providers) Videos of TV advertising TV travel programmes Internet/Textbooks

2 ½ weeks (3 years programme)

5.8 Product as part of the Marketing Mix.

1. Students should be able to identify and explain the differences between travel and tourism products and services. 2. Students should be able to understand and identify the 4 types of products:  Tangible  Homogeneous  Separable  Storable 1 week (2 years programme)

1. Construct a table or mind map to show comparison between products and services.

Internet/Textbooks

Brochures 2. Explain the characteristics of the four types of products and services. Leaflets to support local, national and 3. Discuss examples of products and services international examples of travel and tourism

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3. Students should be able to understand and identify the 4 types of services :  Intangible  Heterogeneous  Inseparable incapable of being stored

2 ½ weeks (3 years programme)

Activity: 1. Students work in pairs, each pair need to do a 5 minutes presentation of one type of tourism product or service of their choice. 2. Contents of presentation should include:  Definition of type of product or service  Examples of type of product or service  Picture or visual of the product or service (if possible)

providers of products and services Manila card A4 Coloured papers Teacher s resource guide and notes

5.9 Investigate the development and modification of travel and tourism products and services

1. Students should be able to know and understand the use of the product life cycle which includes :  Introduction  Growth  Maturity  Decline

2 weeks (2 years programme)

2 weeks (3 years programme)

Explanation include: 1. Introduce the six stages of the Product Life Cycle. 2. Discussion with students of the significance of each stage in determining marketing activities. 3. Individual research project identifying travel and tourism products and services at each stage of Product Life cycle 1. Compare product features, packaging, logos, price, promotion and target audience of various travel and tourism products and services.

Copy of product life cycle which can be found in Textbooks. Internet Teacher s resource guide and Textbooks

2. Students should be able to investigate the development and modification of travel and tourism products and services through branding which includes :  Features  Packaging  Price  Promotion  Target market segment

1 week (2 years programme)

Internet search for travel and tourism providers logos Case studiesadvertisements, brochures and magazines

1 week (3 years programme)

2. Identify a range of branded holiday products and their appeal described against those of unbranded products. 3. Explore on how changes to brand identity causes the travel industry to be in constant flux.

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3. Students should be able to identify the development of a product and service mix to different market segments and study ways in which tourism organizations develop a product portfolio.

2 weeks (2 years programme)

2 weeks (3 years programme)

Examples of large, internationally 2. Explain how tour operators in particular develop renowned tour a range of similar products, marketed at different operators and the range of holiday customer types, emphasizing the slight packages they offer differences in product features etc. to different market segments through Activity (individually): brochures Each student does a research on different tour operator and presents findings to the rest of the Internet/Textbooks class. Findings should include: Teacher resource s  nature of the product portfolio offered guide and notes  reasons why such a portfolio will be of benefits to the organization and to customers (travelers and tourists)
1.

Explain product portfolio.

5.10 Price as part of the Marketing Mix

1. Students should be able to investigate a range of common pricing policies used in the travel and tourism industry. The main pricing policies used includes: 
    

1 week (2 years programme)

1. Explain the different strategies available to travel
and tourism providers

2. Suggest reasons why each strategy might be most
appropriate 2 weeks (3 years programme)

Textbooks theory on pricing strategies used in business internet. Internet

Market penetration. Market skimming. Discount pricing. Variable pricing. Loss leader pricing. Special offers.

3. Compare variety of case studies - which pricing
policy to use and when Teacher s resource guide and note

29

2. Students should be able to identify and explain the factors that determine pricing policies. Factors that determine pricing policies: 
  

1 week (2 years programme) 1 ½ weeks (3 years programme)

Discuss factors affecting price: fixed and variable costs, seasonality, likely number of customers etc. Activity: a. In pairs, students use case studies to compare and discuss factors influencing pricing policies. b. Each pair will prepare a 10 minutes presentation of their work/ findings.

Textbook information Brochures Newspapers and Magazines Internet/Textbooks

Profitability Subsidies Competitors Customers expectation

5.11 Place as part of the Marketing Mix

1. Students should be able to investigate the factors that influence the selection of a location for travel and tourism facilities. Factors includes :  Costs  Availability of suitable premises  Character of area  Local and transient population  Adjacent facilities  Access/transport links  Availability of staff 2. Students should be able to Identify and explain the range of distribution channels for travel and tourism products and services. The main distribution channels includes :  Direct selling  Wholesalers  Retailers  Mail order

1 week (2 years programme)

Explain factors that will need to be considered in choosing the right location for the siting of a new national airport. Activity: a. Individual work - locating a new tourist attraction e.g. theme park, zoo etc. b. Debate location and impacts for a chosen travel and tourism facility such as a tourist attraction.

Map of area of resident Local newspaper

1 ½ weeks (3 years programme)

Internet/textbooks Teacher s resource guide and notes

1 week (2 years programme) 1 ½ weeks (3 years programme)

Explanation include: 1. Definitions of main distribution channel available
2. Diagrammatic representations 3. Discuss advantages and disadvantages of each form of distribution channel.

Copy of channels of distribution diagrams Textbooks/Internet Teacher s resource guide and notes

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Internet  Global Distribution systems

Activity: Individual research task - Internet search for direct tourism providers

5.12 Promotion as part of the Marketing Mix

1. Students should be able to explore the main methods of promotion used in the travel and tourism industry. Methods of promotion :  Advertising  Publicity ( brochures and Leaflets )  Point of sale displays  Public relations  Direct marketing  Sales promotions  Personal selling  Videos  Internet

1 week (2 years programme)

1. Explore the huge range of promotional materials available to travel and tourism providers. Activity: Visit the local tourist information centre and assess, collect and discuss findings on promotional materials used.

1 ½ weeks (3 years programme)

2. Consider definitions of publicity, public relations, direct marketing, personal selling etc; 3. Identify specific industry based examples of promotional material Activity: a. In Pairs, compare promotional materials to judge effectiveness

Range of promotional materials available from tourist information centreleaflets, guidebooks, brochures, videos, websites, point of sale displays etc Textbooks/Internet

Teacher s resource guide and notes

2. Students should be able to Identify and explore the factors that are considered when producing effective promotional materials. The factors are :  Costs  Target market segments  Timing  Brand image  AIDA (attention, interest, desire, action)

1 week (2 years programme)

1 ½ weeks (3 years programme)

1. Discuss the constraints of advertising and promotion 2. Explore key concepts - who maintains advertising standards to ensure consumer protection? And how to produce an effective piece of promotional material - factors to consider Activity: Ask students to produce a piece of promotional material for a selected travel and tourism provider

Range of promotional materials available from tourist information centreleaflets, guidebooks, brochures, videos, websites, point of sale displays etc.

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

6.1

The operation, Role and function of Tourist Boards (National, regional and Local) and Tourist Information Centers. a) Investigate the operation of tourist boards and tourist information centers. i) Size, organizational structure, sources of funding, channels of communication, accountability. b) Explore the role and function of tourist boards and tourist information centers i) Marketing and promotional research, information services, advice or consultation and quality standards.

6.2

The Provision of Tourist Products and Services. a) Explore the range of products available. i) Guide books and maps, souvenirs. b) Explore the range of services. ii) Information services , reservations systems , destination management systems , park-and-ride , guiding services

6.3

Basic Principles of Marketing and Promotion. a) Identify and explain why marketing and promotion are important to travel and tourism providers. i) Increased sales/usage/profitability, competitive advantages, positive organizational and product image, customer satisfaction. b) Identify the main marketing and promotional techniques used in travel and tourism. i) Primary marketing research techniques self-completion questionnaires, telephone surveys, interviews. ii) Secondary marketing research appropriate use of visitor surveys, local, regional and national research.

6.4

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

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b) Product: Investigate the main differences between products and services. c) Price: simple description of the range of policies that exist. d) Place: Investigate the factors that influence the selection of a location for travel and tourism facilities costs, availability of suitable premises, character of area, local and transient population, adjacent facilities, access/transport links, availability of staff. e) Promotion: Explore the main ways in which tourist boards and information canters promote tourism products, services facilities and events. i) Methods of promotion used in the travel and tourism industry ( advertising , publicity ( brochures , leaflets , flyers ) , point of sale displays , public relations , direct marketing , sales promotions , personal selling , videos, internet ).

6.5

Leisure Travel Services. a) Explore the contribution that tourist boards and tourist information canters make towards the leisure travel market. i) Development of packages for the leisure market ii) Exploitation and support of special events, festivals and attractions. iii) Development of calendar of events.

6.6

Business Travel Services. a) Explore the contribution the tourist boards and tourist information canters make towards the business travel market. i) Development of packages for the corporate and convention markets ii) National, regional and local conferences, trades fairs and exhibitions.

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UNIT 6 (PAPER 3 COURSEWORK INVESTIGATION) There is no scheme of work for Unit 6. Teacher/s can come up with any suitable question and are advised to refer to: Coursework Guidelines for Teachers provided by CIE.

Important reminder **
Teachers are encouraged to choose coursework because it can help students to score higher marks compare to taking paper 2 (un it 5) **
Guideline in Producing the Coursework Report Every report should comprise the following: 1. 2. 3. 4. 5. 6. 7. 8. 9. Title page. List of contents. Introduction. Statement of the hypothesis and a list of the main aims. Methods for the collection of evidence. Representation of data. Analysis and interpretation of the data. Evaluation and conclusion. Bibliography, sources and acknowledgements.

The title of research project should be: 1. 2. 3. 4. 5. 6. 7. Straight forward. Try not to be ambitious. Can be share (same title given to students). Must be local area/s so that it can be reached easily. 3000 words excluding data and diagrams. If the teacher want to do coursework teach unit 6 first then unit 5. The project must be concerning Marketing and Promotion as align with syllabus content (unit 6).

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Choice of Titles: The title for the investigation should answer either: a. A statement which the investigation then goes on to test. OR b. A question which the investigation then attempts to answer. It is advisable to have several aims, each of which is connected to a chosen method of collecting evidence. The title for the investigation needs to be carefully selected by the teacher, taking into consideration such factors as the general level of ability of the candidates, so that each one maximizes his or her potential and practical considerations such as: a. b. c. d. The numbers of visits that will be required for collecting evidence How familiar staff are with the chosen area to simplify planning the investigation The range of possibilities for collecting a variety of primary evidence The amount of available secondary information about the area for the candidates to use.

Suggested Titles by CIE: 1. To what extent have increased marketing and promotion influenced the recent development of X as a touristcentre? 2. What are the main methods used in the marketing and promotion of the tourist industry/attraction at X? 3. Which Tourist Information Centre is most efficient at marketing and/or promotion of a particular touristattraction, the one at X or the one at Y? 4. What are some of the main methods of marketing and promotion used by the tourist informationcanters at X and Y? 5. Which methods of marketing and promotion are considered to be most successful by the tourist at a particularlocation? 6. In what ways does the marketing and promotion of leisure tourism differ from that of business tourism? 7. To compare the tourist products and services available at X and Y. 8. To compare the effectiveness of a selected range of methods of promoting the tourism product at tourist locationX. 9. To compare the types of marketing and/or promotional activities/method of a local Tourist Board and the Tourist Information Centre.

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10. To compare the marketing and promotion of leisure and business tourism in a tourist location. 11. To study the importance of marketing and/or promotion in the increase in business tourism at location X. 12. To compare the marketing and promotion of two different attractions within a tourist location.

Suggested titles (using local examples): 1. Discuss the market and promotion activities in Kg Ayer as a tourist location 2. To compare the tourist product and services available at the Empire Hotel and Rizqun International Hotel 3. Discuss the main methods used by Darussalam Holdings to market and product their products. 4. Evaluate the effectiveness of the methods used in marketing and promotion in (Must use specific place of tourist location).

5. To compare the tourist products and services at Royal regalia and Brunei handicraft center. (Candidates must use the same level of product/services. In this case better use between 2 travel agencies) 6. To investigate the market and promotion that influences the development of Kg Ayer as a tourist center. 7. To compare the types of market and promotion activities of Sukang longhouses with Belalong National Park inBrunei. 8. Compare and contrast, the marketing and promotion of 2 cultural tourist destinations in Brunei. ( Kg Ayer or Museum )

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Guidelines for Assessment of Coursework Total Marks = 60 marks in which needs to be converted into 40% of the total mark for the course. Reminder** Summary Table of Marks and Assessment Criteria can be found inside CIE Syllabus guide and Assessment of Coursework. ** NO. 1 2 CRITERIA KNOWLEDGE WITH UNDERSTANDING INVESTIGATION SKILLS AND REPRESENTATION OF EVIDENCE  Observation and Collection of Evidence  Organization and Representation of Results ANALYSIS AND INTERPRETATION OF EVIDENCE EVALUATION AND CONCLUSIONS TOTAL MARKS: MARKS ALLOCATED 9 MARKS 9 MARKS 9 MARKS 21 MARKS 12 MARKS 60

3 4

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