SCHEME OF WORK FOR TRAVEL AND TOURISM

0471 IGCSE
For Year 9 to Year 11

0
 TABLE OF CONTENT

TOPIC/ TITLE PAGE NO.

1. Working Committees 2

2. Teachers’ Guide and Reminders

3
2.1. Scheme of Assessments
3
2.2. Scheme of Works
4
2.3. Suggested / Recommended Textbooks for Teachers’ References
5
2.4. Recommended Websites

3. Time Frame Allocated for The Programs 6

3.1. 2 Years Program 6
3.2. 3 Years Program 6

4. Recommended Time or Teaching Periods 6

Travel and Tourism IGCSE Scheme of Work for Year 9, 10 and 11 (2 AND/ OR 3 Years Program) 7
 UNIT 1 - The Travel and Tourism Industry (Introduction) 7
 UNIT 2 - Features of Worldwide Destinations 12
 UNIT 3 - Customer Care and Working Procedures 15
 UNIT 4 - Travel and Tourism Products 18
 UNIT 5 - Marketing and Promotion 24
 UNIT 6 - The Marketing and Promotion of Visitors Services (Coursework) 32

UNIT 6 - (Paper 3 – Coursework Investigation) 34

 Guidelines in Producing the Coursework Report 34
 The Title of Research Project Should be 34
 Choice of Titles 34
 Suggested Titles by C.I.E. 35
 Suggested Titles (Using Local Examples) 36
 Guidelines for Assessment of Coursework 37

1
1. TRAVEL AND TOURISM 0471 IGCSE SCHEME OF WORK COMMITTEES

NO. NAME TASK SCHOOL

1 HEAD OF CO ORDINATOR
SITI MARIENAH BTE HJ UMAR S.M SAYYIDINA HASAN
UNIT 1
2 CO ORDINATOR for UNIT 1 and
SITI NABIELAH BTE HJ KAMIS S.M SAYYIDINA HASAN
NOTES for UNIT 1
3 CO ORDINATOR for UNIT 2
NOR’IZZAH BTE HJ OTHMAN S.M SAYYIDINA HASAN
NOTES for UNIT 2
4 CO ORDINATOR for UNIT 2
APIZAWATI BTE HJ PERUDIN S.M SAYYIDINA HASAN
NOTES for UNIT 2
5 CO ORDINATOR for UNIT 3
HJH KASMAWATI BTE HJ LATIF S.M SAYYIDINA UMAR
NOTES for UNIT 3
6 CO ORDINATOR for UNIT 3
HJH SITI BTE PUNGUT S.M AWG SEMAUN
NOTES for UNIT 3
7 CO ORDINATOR for UNIT 4
PG HJH NOR INTAN BTE PG SALLEH S.M MENGLAIT
NOTES for UNIT 4
8 CO ORDINATOR for UNIT 4
HJH NORBANEI EFAH BTE HJ MOHD YUSOF S.M SULTAN SHARIF ALI
NOTES for UNIT 4
9 CO ORDINATOR for UNIT 5
HJH ROSLAILA BTE HJ JUNI S.M RIMBA
NOTES for UNIT 5
10 CO ORDINATOR for UNIT 5
ZATUL ‘IFFAH BTE HJ HASAN S.M BERAKAS
NOTES for UNIT 5
11 CO ORDINATOR for UNIT 5
NORKHATIJAH BTE HJ ZAINAL S.M MUDA HASHIM
NOTES for UNIT 5
12 CO ORDINATOR for PLANNING AND ALLOCATION
GUDAIHENAH BTE YADAI S.M PJNPHAB ,MUMONG
OF PERIODS and ICT
13 CO ORDINATOR for TEACHING ACTIVITES and MAKTAB ANTHONY ABELL,
RADIMAN BIN HJ IDRIS
RESOURCES FOR TEACHERS SERIA
14 CO ORDINATOR for TEACHING ACTIVITIES and S.M SAYYIDINA OTHMAN,
MD SHUKRIWAN HJ ABD LATIFF
RESOURCES FOR TEACHERS TUTONG
2
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)

II. Paper 2 ( 2 and 1/2 hours – Alternative to coursework )

This paper comprises scenario - based questions, which require candidates to provide short answers. It is based on the contents of unit 5. This
paper requires a broad understanding of the principles of marketing and promotion of the ways in which marketing and promotion are used
within the Travel and Tourism industry.

III. Paper 3 ( Coursework Investigation – Centre Based Assessment )

The investigation is directed towards the content of unit 6 , and should allow candidates to apply their knowledge and skills of this area of the
Travel and Tourism industry .It requires a basic understanding of the principles of the marketing and promotion of visitor services.

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

Paper Weighting
1 60%
2 40%
3 40%

2.2. Scheme of work (S.O.W)

I. The Scheme of Work (S.O.W) provided is just the guidelines for the Travel and Tourism teachers.
II. The Topics for each of the Units are following the Syllabus provided by the C.I.E.
III. Each of the objectives for every unit is narrowed down to meet the aim of the Syllabus.
IV. The Suggested Activities/ Approaches Column is the list of suggested that can be used by the teachers as some guidelines. Any additional
activities and/ or approaches are also welcome.

3
 V. Teachers’ Resources/ Teaching Aids column is the list of possible resources and teaching aids that each teacher can refer to. Any additional
resources are also welcome.

2.3. Suggested / Recommended Textbooks for Teachers’ References

NO. TITLE AUTHOR PUBLISHED PUBLISHER

1 ABTA’s Guide to Working in Travel Verita Relly Colins 1996 Travel Trading Co
2 Cambridge Career Award in Travel and Tourism: Standard Ann Rowe, John D. Smith 2002 Cambridge University Press
Level and Fiona Borein
3 GCSE Travel and Tourism Ward, John 1997 Longman Higher Education
4 International Tourism Vellas, Francois, Becherel 1995 Palgrave Macmillan
Lionel
5 Managing Tourism Medlik, S. 1995 Butterworth Heinemann
6 The Business of Tour Operation Yale, Pat 1995 Longman
7 The Travel Industry in Britain Horner, Pauline 1991 Nelson Thornes
8 Tourism Destinations Davidson, Rob 1997 Hodder Arnold H & S
Maitland, Robert
9 Travel Agency Practice Horner, Pauline 1996 Longman
10 Travel and Tourism in Europe Davidson, Rob 1998 Longman Higher Education
11 Managing People & Activities Burton, Rosemary 1997 Longman Higher Education
12 Travel Geography for Tourism: Part 1: UK Horner, Pauline 1993 Nelson Thornes
13 World Travel Atlas 8th Edition Hazelhurst, Bill 1999 Columbus Travel Publishing
14 The World Travel Dictionary Korniczky, Peter 1999 Columbus Travel Publishing
15 Methods of Statistical Analysis of Fieldwork Data Peter St. John & Dave 1996 Geographical Association
Richardson
16 Methods of Presenting Fieldwork Data Peter St. John & Dave 1997 Geographical Association
Richardson
17 Statistical in Geography for A Level Students John G. Wilson 1984 Schofield and Sims
18 Complete A to Z Leisure and Tourism Handbook Youell, Ray 1996 Hodder Arnold H & S
19 A to Z Geography Coursework Handbook (Including Skinner, Redfern and 2001 Hodder Arnold H & S
Investigative Skills) farmer
20 Tackling Geography Coursework Bowen and Pallister 1997 Hodder Arnold H & S

4
2.4. Recommended Websites

NO WEBSITES TEACHING UNIT

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

2 http://www.visitbritain.org 1

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

4 http://www.worldclimate.com 2

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

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

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

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

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

10 OTHER WEBSITES RECOMMENDED BY C.I.E.

WEBSITES USEFUL FOR

I. http://www.americaexpress.com Business Travel.

II. http://www.cybrary.com.sg/ Singapore – Visitor Arrivals data.
II. http://www.staruk.org.uk United Kingdom’s Tourism Facts and Figures
III. http://www.towd.com Worldwide Directory Tourism Offices.
IV. http://www.travelchannel.co.uk Travel Education Project, Learner’s Pack.
V. http://www.world-tourism.org World Tourism Organization.

5
3. TIME FRAME ALLOCATED FOR THE PROGRAMS

There are two periods that can be allocated for this program (2 years 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 YEAR 10
(2 YEARS PROGRAM) (2 YEARS PROGRAM)
UNIT 1 UNIT 4
UNIT 2 UNIT 5 OR
UNIT 3 UNIT 6 COURSEWORK

3.2. 3 YEARS PROGRAM

YEAR 9 YEAR 10 YEAR 11

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

4. RECOMMENDED TIME OR TEACHING PERIODS

2 YEARS PROGRAM 3 YEARS PROGRAM

4 Periods per week 5 Periods per week
 For 30 minutes per period = 2 hours per week.  For 30 minutes per period = 2 hours and 30 minutes per week.
 For 35 minutes per period = 2 hours and 20 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.

6
 5. TRAVEL AND TOURISM IGCSE SCHEME OF WORK FOR YEAR 9, 10 AND 11 (2 AND/ OR 3 YEARS PROGRAMME )

UNIT: 1 - THE TRAVEL AND TOURISM INDUSTRY (INTRODUCTION)

Learning Resources /
Outcome Objectives Periods Suggested activities / approaches Teaching Aids
( Sub topics )

1.1 1. To understand and explain the 1. Identify and provide examples of the main travel and Refer to teacher’s
Introduction structure or the international tourism component activities present in the local resource guide and
to Tourism travel and tourism industry. area. Place these into suitable categories, such as: notes.
Industry 2. Students should know all the  Entertainment
2 weeks
important key terms in tourism.  Travel
(2 years
Definitions of the industry:  Transport Textbooks/Internet.
programme)
 Travel  Catering
 Travel services  Accommodation The local area’s
 Tour operators  Sport and leisure tourist or visitor
 Tourism services  Other tourists’ attractions. guide.
 Tourist classification.
2. Make a research for each category by interviewing The Columbus Guide
3. To know and identify the someone in the travel and tourism industry to World Tourist
important key terms and able to 3 weeks (fieldwork/ field trip). Attractions.
(3 years
distinguish between them:
programme)
 The awareness of roles of 3. Collect local tourism brochures in your area Newspaper adverts.
tourist boards, and create a wall display (group work/ individual
 Travel agents, work). Local Government
 Tour operators, sites/tourism
 Accommodation providers, 4. Analyze the current range of products and services provides web pages.
 Transport providers, available using the categories already identified, by
 Tourist attractions, means of: Leaflets and
 Catering outlets,  Tally chart brochures.
 Entertainment venues  Bar chart
 Ancillary tourist services.  Pie chart

7
 5. Identify the total number of travel and tourism
suppliers and express the number in each category as
a percentage.

1.2 1. Students should be able to 1. Introductory exercise. All students interview each other Refer to teacher’s
Investigation understand, investigate and analyze: 1 week and find out their top ten needs and wants when choosing resource guide and
and Analysis  Tables, data, graphs, (2 years a holiday. notes.
of Evidence in 2. Students should be able to construct: programme)
tourism.  Pie chart, 2. Define the different types of tourists. Textbooks /Internet.
 Graphs and tables from statistic. For example: the 1998 Dubai Passenger survey
 45% Business Newspaper adverts.
3. Students should understand and  44% Leisure
appreciate the significance of tourism 1 week  8% VFR Local Government
within local area (3 years  3% Not classified sites/tourism provides
programme) (ALL the above can be different according to your web pages.
4. Students should understand that selected country/ countries)
people who travel have different Leaflets and
needs. 3. Now try to identify the variety of different products and brochures.
services that these leisure and business travellers will
have used within the chosen destination.

1.3 1. Students should be able to know and 1. Create a chart that identify the differences in terms of Refer to teacher’s
Social, identify the differences between : 3 weeks economic, social and environmental impacts that can resource guide and
cultural,  Social impact on tourism (2 years occur at a major tourism destination (PLEASE try to start notes.
economic and (positives and negatives impact) programme) with local examples first and followed by other countries).
environmenta Textbooks/Internet.
l impact of  Cultural impact on tourism 2. Small group research on individual tourism destinations,
travel and (positives and negatives impact) listing all the positive and negative impacts that occur Case studies :
tourism. 4 weeks (Groups activity to compare findings). Brunei
 Economic impact on tourism (3 years Malaysia
(positives and negatives) programme) 3 Explain in details about the multiplier effect Singapore
(PLEASE try to produce a simple and local example first)

8
  Environmental impact on tourism
( positives and negatives )
5 Identify and provide examples of the key issues involved
6 Invite a guest speaker from a local tourism organization to
7 Investigations about the local area’s built and natural
4 Identify any negative effects due to the following: Facts and figures from.
 Interest rates
 Foreign exchange rates local /national tourist
 Part-time and seasonal employment rates board and
(TRY to provide a simple activity in the classroom – Government digest of
foreign exchange between national statistics.
Brunei and Malaysian currencies)
Local newspaper
in tourist/host encounters within the chosen area. reports and articles.
Positive aspects might include:
 Increased employment opportunities Magazines.
 Preservation of traditional culture, folklore, festivals
 Better recreational facilities
 Better infrastructure Area’s development
plan. Example case
Negative aspects might include: studies of particular
 Decline in traditional employment developments.
 Population migration
 Seasonal underemployment Local maps.
 Exposure to alternative lifestyle(s)
 Increased crime
 Decline in importance of traditional way of life
explain the benefits of tourism
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.
9
 8 Identify examples of negative effects e.g.
 Urban sprawl
 Traffic congestion
 'Honeypot' sites
 Footpath erosion
 Loss of open space
 Water supply issues
 Wildlife habitats
 Loss of bio-diversity
 Water and air pollution

9 Divide group into hosts and visitors – debate

positive/negative aspects of environmental impacts.

1.4 1. Students should be able to know and 1 week 1 The need to promote and attract tourism by Refer to teacher’s
Role of understand the role of government (2 years discussing how different agencies/interested resources guide and
National on tourism and how government’s programme) parties might play a part in promoting tourism notes
Government effort and action can have an impact includes methods such as trade shows,
on tourism on developing tourism industry. advertising, role of embassies in foreign Textbooks/Internet
industry. countries, role of Royal Brunei Airlines etc.
Details of national
2 Compare the local situation with that of an Department of
other important location such as Dubai in Tourism .
1 week terms of :
(3 years  National organizational structure. Local Brochures and
programme)  Regional/ local organizational structure. Leaflets
 Policy.
 Operational procedures Newspaper
 Number of offices (internal and international).
Case studies:
Brunei Darussalam
Singapore
Malaysia

10
1.5 1. Students should know the needs and 2 weeks 1. Conducts project to students concerning tourist Refer to teacher’s
Provision of methods used to promote tourism (2 years information centers that are available locally and asked resources guide and
Travel and industry. programme) students to conduct interviews with the operators of the notes
Tourist information centers and if possible to interview tourists
Information 2. Students should be able to identify on highly asked questions. Textbooks/Internet
centers. Local the provision of tourist facilities and 3 weeks
and overseas. services available at tourist (3 years Case studies :
information centers. programme) Brunei
Singapore
United Kingdom

1.6 1. Students should be able to know and 1. Compile a list of the top 10 nations for tourist and visitor Refer to teacher’s
The patterns identify: arrivals. Compare statistics for previous years and identify resource guide and
of demand for  The patterns of demand for 'winners' and 'losers'. notes.
international international tourism 2 weeks
travel and  Historic trends of international (2 years 2. Discuss reasons why some nations may not be included in Textbooks/Internet.
tourism. tourism programme) the listing and make suggestions as to why some countries
 Volume and values are more successful at receiving tourists than others. World Travel and
 Major tourism generators and Tourism Council
receiving countries in the world. 3 weeks 3. Look at the 10 countries identified previously. Find out Journal and Website
(3 years indicators level of economic development statistics for
2. Students should be able to programme) each nation examples : Maps and Atlas
understand some of the
characteristics of tourism generating  Population size and % of children
and receiving countries  Per capita GNP
 Birth and death rates
 Population doubling time
 Employment structures
 % urbanized

11
UNIT: 2 - FEATURES OF WORLDWIDE DESTINATIONS

Learning
Resources / Teaching
Outcome Objectives Periods Suggested activities / approaches
Aids
( Sub topics )

2.1 Students should be able: 1. On a blank world map, name the seven continents and Atlas
Knowledge of 1. To Identify and locate main 2 weeks the major oceans and seas.
the main continental land masses, ocean and (2 years 2. Mark the major lines of latitude (Equator, Tropics, Blank world map
global seas. programme) Arctic and Antarctic Circles)
features. Teacher’s resource
3. Mark the main lines of longitude (Greenwich Meridian
2. To locate and describe the world’s guide and notes
and International dateline).
major cities in relation to their 3 weeks
importance as major transport hub (3 years 4. Mark and name the world’s top 10 cities for air Textbooks/Internet
and destination. programme) passenger transport
5. For each city ,state its local time relative to GMT Holiday Brochures
3. To work out the local time of a
particular destination relative GMT.

2.2 Students should be able to understand 1. Choose at least one destination in each of the Atlas
Awareness of and know : 2 weeks following major environments
different time 1. The relationship between global (2 years  Equatorial World map
zones and position (longitude) and time zones. programme)  Tropical
climate.  Sub-tropical Teacher’s resource
2. The relationship between global  Temperate guide and notes
position (latitude) and physical 3 weeks  Arctic
environment (climate) (3 years 2. For each, identify the following climatic variables: Textbooks/Internet
programme)  Hottest months
3. The influence of climate on tourism  Coldest months Columbus World
e.g. altitude, temperature, sunshine,  Annual range of temperature Travel Guide
precipitation, humidity, wind.  Wettest season
 Total rainfall

12
2.3 1. Students should be able to 1. Choose any two contrasting destinations and compare Atlas
Investigation understand the key features of a 2 weeks them in terms of climate, pointing out key implications
and Analysis destination’s climate conditions that (2 years for tourism development, such as: World map
of Evidence. have an effect on travel and tourism. programme)  Effect of relief (shelter, aspect etc)
 Temperatures (daily, seasonal variations etc) Teacher’s resource
 Hours of sunshine guide and notes
 Rainfall (amounts, variations, potential hazards
e.g. flood / drought) Textbooks/Internet
3 weeks  Humidity (comfort, need for air-conditioning)
(3 years  Winds (period of storm / calm etc.) Statistic obtained from
programme)  Hours of sunshine local tourist
 Rainfall (amounts, variations, potential hazards publications,
e.g. flood / drought) brochures or travel
guides.

2.4 1. Students should be able to appreciate 2 weeks 1. Choose any destination (local/ regional) and examine Teacher’s resource
Investigate the varied nature of destinations and (2 years how it has changed through time ( at least for the last guide and notes
travel and to understand the key factors in their programme) ten years or so ) in terms of :
tourism development  New building development Textbooks/Internet
destination.  Numbers of visitors ( day visits , overnight visits
and overseas visitors ) Case studies :
3 weeks  new events Brunei Darussalam
(3 years  New attractions Malaysia
programme)  Variety of locations within the destination and Singapore
their use
 The agents of tourism development and the roles
of the private ,public and voluntary sectors
 Support facilities in place .

13
2.5 1. Students should be able to identify 1. Find an example of each of the following and obtain Atlas
The features and know the features of location an image and description of each location:
which attract and understand the factors that make 2 weeks  Beach resort World map
tourists to a it a tourist destination examples (2 years  Historical destination
particular climate, cultural, religion etc. programme)  Conference / major event venue Teacher’s resource
destination  Ski resort guide and notes
3 weeks  Inclusive holiday centre
(3 years  Countryside area Textbooks/Internet
programme)
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 1. Students should be able to identify 1. Select a destination and create a leaflet to show Teacher’s resource
Factors and appreciate the major factors destination appeal including: guide and notes
influencing influencing destination appeal. 2 weeks  Location ( landscape features )
destination (2 years  Climate Textbooks/Internet
appeal programme)  Accessibility ( internal and external )
 Accommodation Holiday brochures
3 weeks  Attractions ( natural and built )
(3 years  Culture (dress, arts and crafts, performance, Tourist information
programme) language and religion )
Advertisements

14
UNIT: 3 - CUSTOMER CARE AND WORKING PROCEDURES

Learning
Resources / Teaching
Outcome Objectives Periods Suggested activities / approaches
Aids
( Sub topics )

3.1 1. Consider what good customer service actually involves Teacher’s resource
Students should be able to :
Dealing with (e.g. the contents of a Welcome Host one-day training guide and notes
customers 1. Describe the importance of following 2 weeks programme). An investigative study visit could then be
and customer care policies (2 years made to a local travel and tourism provider in order for Textbooks/Internet
colleagues 2. Describe the necessity of good team programme) students to gain firsthand knowledge of appropriate
work. operational procedures. Visit to at least one
appropriate
3. Describe the importance of courtesy, 3 weeks 2. On the basis of such a visit, a report on the company organization such as:
tact and diplomacy recognized when (3 years investigated should be produced company aims and  Travel agency
dealing with customers and any programme) objectives, including mission statement etc.  Tourist
specific needs.  Structure, covering internal organization and Information
4. List down and describe the procedures operational segments Center
for handling complaints.  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

3.2 2weeks 1. On the basis of either an investigative visit or through a Teacher’s resource
Students should be able to :
The essential (2 years role-play simulation, the need for the following skills guide and notes
personal skills 1. Define personal and interpersonal programme) should be exemplified and evaluated:
required skills.  Personal skills: Textbooks/Internet
when working 2. List down and describe the essential  Verbal communication
in the travel personal and interpersonal skills.  Foreign languages Visit to an appropriate
and tourism 3 weeks  Report writing organization.
industry 3. Explain the importance of personal (3 years  Computer literacy and a range of ICT skills
presentation, clear speech, numeracy programme)  Numeracy Tutor-generated
and literacy skills.  Listening skills customer services
4. Identify the applications of technology  Investigative skills role-play scenarios e.g.

15
 buying/selling a
 Personal qualities: holiday, arranging car
(Computerized reservation systems,
 Working under pressure hire facilities , asking
other information technologies such as
 Ability to manage stressful situations for help in a tourist
telephone, video text, facsimile,
 Ability to make quick decisions information centre,
internet).
 Business-like appearance booking a hotel for a
 Sense of humour group over the
 Warm manner telephone.
 Enthusiasm
 Ability to work in a team Case studies :
 Work to deadlines Brunei Darussalam
 Common sense
 To be self-motivated Job description

3.3 1. Students can work in pairs / groups to simulate the Teacher’s resource
Students should be able to :
Basic 2 weeks following customer/ employee encounters. guide and notes
procedures 1. List down the procedures when (2 years  booking a holiday
when handling the customer’s requirements programme)  Complete brochure booking page for a Textbooks/Internet
handling correctly upon receipt of an enquiry: specific holiday
enquiries,  In person  Keep a record of the transaction Holiday brochures
making  Receipt given and payment recorded
reservations  In writing  planning a long haul trip Bus and Train
and receiving  By telephone  Identify flight availability from the Internet timetables
money 3 weeks  Confirm dates and times of travel
 Fax (3 years  Plan airport transfer from customer’s home Visit a local travel
 Email. programme) to arrive at check-in time agency to observe and
 Use Internet, brochures or leaflets to gain firsthand
2. List down the procedures when making
identify hotel accommodation and costs at experience on the use
simple reservation.
destination of booking systems.
3. State or list down procedures of issuing  Convert all costs into local currency, using
receipts and recording payment published exchange rates Tape record student
 Produce an itinerary for both examples role play (these can
then be used to
improve performance)

16
3.4 Students should be able to : Case studies :
Reference 1 week Brunei Darussalam
1. List down ways on how to prepare or
sources to (2 years
obtain the accurate timetables, travel
obtain programme)
brochures and tariffs used.
information
2. List down and describe the steps in
preparing the itinerary to meet
customer’s requirements. 1 ½ weeks
3. Identify the computerized information (3 years
systems and relevant technology to programme)
obtain information such as:
 Worldspan
 Sabre
 Galileo
 World Wide Web
4. Identify the exchanged rate lists
devised and used.

3.5 1 week 1. Students should investigate their local area and act as a Teacher’s resource
1. Students should be able to list down
The (2 years mystery shopper (If possible, teacher may need to guide guide and notes
methods on promotion of tourist
presentation programme) and help the students).
facilities such as
and 2. Students should then investigate examples of the Textbooks/Internet
promotion of  Visual displays for shop window following for a variety of travel and tourism
tourist  Advertisements 2 weeks organizations Record of personal
facilities (3 years  Window displays – what is on offer? investigations.
 Leaflets programme)  Adverts – local press, guides and tourist
 Brochures publications Local press ,guides,
 Promotional leaflets and flyers destination manual
 Internet  Brochures and other printed
2. Students should be able to understand  WebPages sources of information
that tourist facilities can use a variety
of presentational and promotional Case study :
methods. Brunei Darussalam

17
UNIT: 4 - TRAVEL AND TOURISM PRODUCTS

Learning
Resources /
Outcome Objectives Periods Suggested activities / approaches
Teaching Aids
( Sub topics )

4.1
Students should be able to:
Tourism 1 week 1. Draw table to compare the complete range of facilities Local tourist
products 1. Describe the inter-relationship (2 years used by incoming business and leisure visitors. information sources,
between travel and transport. programme) e.g. guide book and
2. Describe the inter-relationship 2. Students should have already investigated travel and destination manual
between catering and accommodation. tourism provision within the local area. They should (Brunei Year Book)
now be able to compare the complete range of
3. Describe the inter-relationship facilities used by incoming leisure and business Text book/Internet
between travel and attraction. 2 weeks visitors.
4. Describe the inter-relationship (3 years Teacher’s resource
between leisure and recreation and programme) 3. Students prepare a 5 minutes presentation on the guide and notes
business facilities. range of facilities used by leisure and business visitors.

4.2 1 week 1. Compare three types of tourism product available Use materials
Students should be able to:
Components (2 years from your local area or international. Research an available from a
of tourism 1. State and describe the three different programme) example of each of the following: local travel agency
products types of tourism product such as:  A typical family package holiday or from the internet.
 Package holidays,  An all-inclusive holiday Collect images to
2 weeks  An independent long haul trip including return help illustrate each
 An all-inclusive holiday, (3 years flight, accommodation for ten nights in two product
 An independent long haul trip. programme) locations and car hire .
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

18
4.3 1. Students (in pairs) compare the range of ancillary Brochures
Students should be able to
Ancillary services made available by each of the following:
services 1. Define ancillary services. 1 ½ weeks  A large hotel within your local area Personal visit to any
2. State and describe the range (varieties) (2 years  Your local tourist information centre or office local hotels
of ancillary services provided such as programme)  A local historic or cultural attraction
marketing, reservations, guiding, and Teacher’s resource
currency. 2. Students suggest reasons for their findings guide and notes

3. With reference to local examples, Textbooks/Internet

identify and describe the range of
ancillary services made available by: 3 weeks
 A large local hotel within the local (3 years
area. programme)

 Local tourist information centre or

office.
 A local historical or cultural
attraction (if any).

4.4 1 week 1. Define and give examples for each of the following Text book and case
Students should be able to:
Roles of tour (2 years types of tour operator: studies of particular
operators 1. Define tour operator. programme)  Mass market operators
2. Describe the varieties of tour  Specialist
operator’s products such as transport  Domestic Brochures
plus accommodation.  Incoming
 Direct sell Visit to travel
3. Describe the characteristics of tour 1 ½ weeks  Independent operators where
operators. (3 years appropriate
4. Give the meaning with examples the programme) 2. Choose any one product provided by a particular
different types of tour operator such as operator and explain how: Textbooks/Internet
mass market, specialist, domestic,  It has been put together
incoming, direct sell, and incoming tour  It has been influenced by integration and Teacher’s resource
operators. economies of scale guide and notes
 It varies in price on a seasonal basis
 Consumer protection is offered
19
 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 1. Students research (in pairs/ group) into a local tour School visits or text
Students should be able to:
Roles of retail 1 ½ weeks agency. Key aspects to investigate include: book case study
travel agents 1. Define tour agents. (2 years
programme)  Range of products available Travel brochures
2. Describe the different products and
varieties of services offered by the tour  Variety of services available
agents.  Job roles and responsibilities Textbooks/Internet
2 weeks  Operational procedures
3. Describe the job roles and (3 years  Involvement with professional /trade organization Teacher’s resource
responsibilities of tour agents. programme) guide and notes
4. Describe the operational procedures of
tour agents. Case studies:
Brunei Darussalam,
5. Describe how tour agents involved And/or South East
with professional/trade organizations. Asian Countries.
Activity 1:
4.6 For activity 1:
Students should be able to :
Support 1 ½ weeks 1. Students research the infrastructure in the local area
facilities for 1. Identify the features of the built (2 years and compare with that of another destination, paying Investigation of the
travel and environment (utilities, roads, programme) particular attention to the range of facilities available local area and use of
tourism telecommunications, airports, ports). and their sequence of economic development. an appropriate case
2. Investigate how they are funded, link 2. Identify the type and range of accommodation study
with level of economic development. 2 weeks available which include:
3. Identify the range of accommodation (3 years  Hotels Local maps
providers available. (Hotels, hostels, programme)  Hostels
apartments, guest houses and camp  Apartments Textbooks/Internet
sites.  Guest houses
 Camp sites
20
 4. Choose and describe the products and Activity 2 (pair work):
services available.
5. Explain how the properties classified 1.Choose an example of each type and range of For activity 2:
using grading criteria. accommodation available and describe the products Local areas
6. Obtain a map showing public transport and services available destination manual
within local area. 1. Explain how such accommodation can be
7. Assess the accessibility of the areas in classified using various grading criteria Sample promotional
terms of journey time, costs and 2. Examine occupancy trends of these materials
availability of services. Areas include: accommodation within your area
8. Airport, Central Business District, Statistics and
Major event venue, three leading grading criteria from
visitor attraction, main tourist hotel local tourist board
and main sport stadium. Activity 3 (individually):
1. Obtain a map showing public transport within the Tourist brochures
local area. Assess how accessible each of the following
are, in terms of journey time, costs and availability of
services:
 Airport For activity 3:
 Central business district
 Major event venue Tourist map and
 Three leading visitor attractions transport leaflets
 Main tourist hotel
 Main sports stadium Timetables

Textbooks/Internet

4.7 1 week
Students should be able to :
Features of (2 years 1. Choose an important international carrier and Route maps from in-
worldwide Air 1. Choose and locate one important programme) identify its route network. flight publications
Transport in international carrier
relation to 2. Identify its route network (charter or 2. Investigate frequency of service on these routes. Textbooks/Internet
major schedule, domestic or international).
international 3. Investigate frequency of service on the Teacher’s resource
routes routes.
4. Give details of services available for 3. Provide details about what is available for First, guide and notes

21
 First, Business and Economy Class 2 weeks Business and Economy class passengers on such
passengers on such routes. (3 years routes.
5. Compare the international carrier with programme) Case Studies: Brunei
local airline. 4. compare the chosen carrier with your national Darussalam, etc
6. Suggest reasons for the differences airline (Royal Brunei Airlines).
identified. 2
5. suggest reasons for the various differences that you
identify

4.8
Features of
Students should be able to :
worldwide 1. On a blank world map, outline name and locate the Brochures and
Sea Transport 1. Choose and locate one important 1 week major international ferry routes and the major cruise related websites of
in relation to international ferry route and major (2 years circuits cruise operator sites
major cruise circuits. programme) and ferry operator
international 2. Identify the main services operated 2. Choose an example of an important international ferry sites
routes 3. Provide details of the ferry and the route and also an example of an international cruise
cruise used. circuit. For each: Textbooks/Internet
4. Describe the products and services 2 weeks
available on board. (3 years  Identify the main service operators
Teacher’s resource
5. Identify and explain the passenger programme
 Provide details of the vessels used guide and notes
facilities available in the home ferry – year 10)
port and terminal.
 Describe the products and services available on-
board explain the passenger facilities available in Case Studies: Brunei
the home ferry port and terminal. Darussalam,
Malaysia etc

22
4.9
Students should be able to
Features of 1 week 1. Students choose an example of a major rail Brochures featuring
worldwide Rail 1. Choose and locate one major (2 years journey, popular with international travelers for rail packages and
and Road international rail journey and one programme) related Internet
e.g. Euro routes, Blue Train, Orient Express
Transport in motor transport in tourism.
websites
relation to major 2. Provide the itinerary details. 2. Students present findings to group and provide
international 3. Describe the products and services Route maps of rail
details of the itinerary and describe all the
routes. available for passengers.
products and services available for passengers. and road journey
4. Assess the type in terms of costs of 2 weeks
operation, itinerary, journey time, (3 years Timetables of major
3. Compare a fly-drive holiday package with an
attraction and convenience. programme)
international coach tour package in terms of rail and road journey
5. Consider the advantages and
disadvantages for each different type of costs, itinerary, journey time, attraction and
Textbooks/Internet
transport. convenience.
Teacher’s resource
4. Explain the advantages and disadvantages for
guide and notes
each different types of customer
Maps and Atlas

Textbooks/Internet

23
UNIT: 5 - MARKETING AND PROMOTION

Learning Resources /
Outcome Objectives Periods Suggested activities / approaches Teaching Aids
( Sub topics )

5.1 Local or
Role and Students should be able to: 1. Introduce role and function of marketing and international
Function of 1. Define ‘marketing’ and ‘promotion’. 1 ½ weeks promotion (including definitions of marketing newspapers/
Marketing and 2. Identify and explain why marketing and (2 years from Chartered Institute of marketing) magazines cuttings
Promotion promotion are important to travel and programme) on marketing and
tourism providers 2. Discussion on how organizations use marketing promotion of travel
and promotion to increase customer numbers, to and tourism
3. Identify the advantages of marketing generate sales, and to create a positive image of products
and promotion to increase: the company and its products.
 Sales and profitability. 1 ½ weeks Local and
(3 years 3. Show picture examples of marketing and international travel
programme) promotional activities done by local, national or and tourism
 Competitive advantage.
international travel and tourism providers. pamphlets/
brochure
 Positive organizational and product 4. Students are to be split into groups (each group
image. consists of 2 or 3 members). Each group need to: Text book/Internet
 Develop one travel and tourism product
 Customer satisfaction.  Design ways to market and promote this CIE support guide
product effectively to travelers and tourists.
Teacher’s resource
5. Student debate: “Customer is king”- Why guide and notes
customers play a vital role to travel and tourism
providers.

5.2 Students should be able to : 1 week Market research. For market research
Marketing and 1. Describe the main marketing and (2 years 1. Assessment of customer needs and wants and Copies of
promotion promotion techniques used in travel and programme) how promotional activities target wants more questionnaire,
techniques used tourism such as the use of primary than needs. surveys, statistical
in travel and marketing research techniques e.g. 2. Understanding on how organization finds out reports of tourism
tourism  Self-completion questionnaires. what customers actually want from a specific trends, census data
1 ½ weeks
24
  Telephone surveys.
 Face to face interviews
2. Describe the use of secondary marketing
research techniques eg
 internal information
 external information
(3 years travel and tourism product or service.
programme) 3. Identifying different types of market research Textbooks/Internet
(primary market research techniques and
secondary market research techniques) CIE support guide
4. Activity: ( Pair work )
In pairs, students design a questionnaire and
conduct research

5.3 Students should be able to: 1 week SWOT analysis For SWOT analysis
S.W.O.T (2 years Explanation include: Internet search
1. Identify the Strength Weaknesses programme) Definition of SWOT analysis, focusing on the under tourism SWOT
Opportunities Threats (SWOT) in strengths and weaknesses faced and where analysis- regular
marketing and promoting. marketing opportunities currently exist and need updates of new
exploiting, and identifying who the competition is initiatives carried
2 weeks and what their current marketing activities involve. out by government
(3 years Tourist Agencies
programme) provide useful case
Activity:
study examples
a. Research on internet and carry out own
SWOT analysis on a chosen case study. Textbooks/Internet
b. Students devise ways in which a travel
and tourism provider can use information
gained from a SWOT analysis.

5.4 Students should be able to: 1 week PEST analysis For PEST analysis
P.E.S.T (2 years Explanation include: Internet search
1. Analyze the Political, Economic, Social, programme) Definition of PEST analysis (Political, Economic, Social under tourism PEST
and Technological influences (PEST) that and Technological influences on travel and tourism analysis- regular
has impact on marketing and promotion. products and services) updates of new
initiatives carried

25
 Activity: out by Government
2 weeks a. Research on internet and carry out own Tourist Agencies
(3 years PEST analysis on a chosen case study provide useful case
programme) b. Identify what the information from a PEST study examples
analysis may tell travel and tourism
providers. Internet/Textbooks

5.5 Students should be able to : 1 week Analysis of market research data: For analysis of
The (2 years Explanation include: market research
development of 1. Create an effective marketing mix which programme) 1. Compare sources of types of data data:
an effective are  Product, Price, Place and Promotion 2. Assess how data makes marketing decision Survey results
marketing mix (use survey results previously conducted) previously
(product, price, conducted
3. Exploration of issues of information
place and 2 weeks
reliability, results bias and cost effectiveness.
promotion) (3 years Secondary sources
programme) of data

Internet / Textbooks
Case studies
Copy of socio-
5.6 Students should be able to: 1 week Explain: economic
Market (2 years 1. Different categories of customers. classification used in
Segmentation 1. Identify the different market segments programme) 2. How market can be broken down into business
and targeting targeted by travel and tourism providers different segments; geographical influences,
lifestyle influences, socio- economic Local and
and able to recognize: the main market
classifications and general demographics international travel
segments targeted :
2 weeks and tourism
 Geographic. brochures
(3 years Activity:
 Demographic model. programme)
 Lifestyle Students do research to identify different products Newspaper/ travel
and services aimed at specific types of customers. magazines
Internet/Textbooks

5.7 Students should be able to: Local and

Interpretation 1. Explain how specific travel and tourism international travel
26
and Evaluation products are developed to cater for the E Explanation include: and tourism
of Travel and needs and expectations of different brochures
tourism market segments tourism products 1 week
1. Features /characteristics of each tourism
products. offered : (2 years Newspaper/ travel
product offered. (by constructing mind map)
 Package holidays. programme) magazines
 Availability of transport. 2. How segmentation can be used to target types
 Accommodation and catering. Guest speaker
of customers towards a specific product or
 Tourist information services. (representative from
services
 Tourist attractions travel agents or
other tourism
Students should understand the importance Students do research through newspapers, travel providers)
of the tourism products offered to the 2 ½ weeks magazines and internets on various tourism products
targeted market segment, for examples: (3 years offered and identify the importance of these various Videos of TV
 Families programme) tourism products to the targeted market segments. advertising
 Single
 Groups TV travel
 Type of customer programmes
 Different ages and gender
 Specific needs Internet/Textbooks
 Special interest
 Quality ,economy ,value for money

5.8 1. Students should be able to identify and 1. Construct a table or mind map to show Internet/Textbooks
‘Product’ as part explain the differences between travel comparison between products and services.
of the Marketing and tourism products and services. Brochures
Mix. 2. Explain the characteristics of the four types of
1 week
2. Students should be able to understand products and services. Leaflets to support
(2 years
and identify the 4 types of products: local, national and
programme)
 Tangible 3. Discuss examples of products and services international
 Homogeneous examples of travel
 Separable and tourism
 Storable providers of
products and
27
 2 ½ weeks Activity: services
3. Students should be able to understand (3 years 1. Students work in pairs, each pair need to do
and identify the 4 types of services : programme) a 5 minutes presentation of one type of Manila card
 Intangible tourism product or service of their choice.
 Heterogeneous 2. Contents of presentation should include: A4 Coloured papers
 Inseparable incapable of being  Definition of type of product or service
stored  Examples of type of product or service Teacher’s resource
 Picture or visual of the product or guide and notes
service (if possible)

5.9 1. Students should be able to know and Explanation include: Copy of product life
Investigate the understand the use of the product life 2 weeks cycle which can be
1. Introduce the six stages of the Product Life
(2 years
development cycle which includes : Cycle. found in Textbooks.
programme)
and modification  Introduction 2. Discussion with students of the significance
of travel and  Growth of each stage in determining marketing Internet
tourism products  Maturity 2 weeks activities.
and services  Decline (3 years 3. Individual research project – identifying Teacher’s resource
programme) guide and Textbooks
travel and tourism products and services at
each stage of Product Life cycle

1. Compare product features, packaging, logos,

2. Students should be able to investigate 1 week price, promotion and target audience of various Internet search for
the development and modification of (2 years travel and tourism products and services. travel and tourism
travel and tourism products and services programme) providers’ logos
through branding which includes : 2. Identify a range of ‘branded’ holiday products
 Features and their appeal described against those of Case studies-
 Packaging 1 week unbranded products. advertisements,
 Price (3 years brochures and
 Promotion programme) 3. Explore on how changes to brand identity causes magazines
 Target market segment the travel industry to be in constant flux.

3. Students should be able to identify the 1. Explain product portfolio. Examples of large,
development of a product and service internationally

28
 mix to different market segments and 2 weeks 2. Explain how tour operators in particular develop renowned tour
study ways in which tourism (2 years a range of similar products, marketed at different operators and the
organizations develop a product programme) customer types, emphasizing the slight range of holiday
portfolio. differences in product features etc. packages they offer
to different market
2 weeks Activity (individually): segments through
(3 years Each student does a research on different tour brochures
programme) operator and presents findings to the rest of the
class. Findings should include: Internet/Textbooks
 nature of the product portfolio offered
 reasons why such a portfolio will be of Teacher resource’s
benefits to the organization and to guide and notes
customers (travelers and tourists)

5.10 1. Students should be able to investigate a 1 week 1. Explain the different strategies available to travel Textbooks theory on
‘Price’ as part of range of common pricing policies used in (2 years and tourism providers pricing strategies
the Marketing the travel and tourism industry. programme) used in business
Mix  The main pricing policies used includes: 2. Suggest reasons why each strategy might be most internet.
appropriate
 Market penetration. 2 weeks Internet
 Market skimming. (3 years 3. Compare variety of case studies - which pricing
 Discount pricing. programme) policy to use and when Teacher’s resource
 Variable pricing. guide and note
 Loss leader pricing.
 Special offers.

2. Students should be able to identify and 1 week Discuss factors affecting price: fixed and variable Textbook
explain the factors that determine (2 years costs, seasonality, likely number of customers etc.
pricing policies. programme)
29
 Factors that determine pricing policies: Activity: information
1 ½ weeks Brochures
 Profitability (3 years a. In pairs, students use case studies to compare Newspapers and
 Subsidies programme) and discuss factors influencing pricing policies. Magazines
 Competitors b. Each pair will prepare a 10 minutes
 Customers’ expectation presentation of their work/ findings. Internet/Textbooks

5.11 1. Students should be able to investigate 1 week Explain factors that will need to be considered in Map of area of
‘Place’ as part of the factors that influence the selection (2 years choosing the right location for the siting of a new resident
the Marketing of a location for travel and tourism programme) national airport.
Mix  facilities. Local newspaper
Factors includes : Activity:
 Costs 1 ½ weeks a. Individual work - locating a new tourist attraction Internet/textbooks
 Availability of suitable premises (3 years e.g. theme park, zoo etc.
 Character of area programme) Teacher’s resource
 Local and transient population b. Debate location and impacts for a chosen travel guide and notes
 Adjacent facilities and tourism facility such as a tourist attraction.
 Access/transport links
 Availability of staff

2. Students should be able to Identify and 1 week Explanation include: Copy of channels of
explain the range of distribution (2 years 1. Definitions of main distribution channel distribution
channels for travel and tourism products programme) available diagrams
and services.
The main distribution channels includes : 1 ½ weeks 2. Diagrammatic representations Textbooks/Internet
 Direct selling (3 years
 Wholesalers programme) 3. Discuss advantages and disadvantages of each Teacher’s resource
 Retailers form of distribution channel. guide and notes
 Mail order
 Internet Activity:
 Global Distribution systems
Individual research task - Internet search for direct
tourism providers

30
5.12 1. Students should be able to explore the 1 week 1. Explore the huge range of promotional materials Range of
‘Promotion’ as main methods of promotion used in the (2 years available to travel and tourism providers. promotional
part of the travel and tourism industry. programme) materials available
Marketing Mix Methods of promotion : Activity: from tourist
 Advertising Visit the local tourist information centre and information centre-
 Publicity ( brochures and Leaflets ) assess, collect and discuss findings on leaflets, guidebooks,
 Point of sale displays promotional materials used. brochures, videos,
 Public relations websites, point of
 Direct marketing 1 ½ weeks 2. Consider definitions of publicity, public relations, sale displays etc
 Sales promotions (3 years direct marketing, personal selling etc;
 Personal selling programme) Textbooks/Internet
 Videos 3. Identify specific industry based examples of
 Internet promotional material
Activity: Teacher’s resource
a. In Pairs, compare promotional materials to guide and notes
judge effectiveness

2. Students should be able to Identify and 1 week 1. Discuss the constraints of advertising and Range of
explore the factors that are considered (2 years promotion promotional
when producing effective promotional programme) 2. Explore key concepts - who maintains materials available
materials. advertising standards to ensure consumer from tourist
The factors are : protection? And how to produce an effective information centre-
 Costs 1 ½ weeks piece of promotional material - factors to leaflets, guidebooks,
 Target market segments (3 years consider brochures, videos,
 Timing programme) websites, point of
 Brand image Activity: sale displays etc.
 AIDA (attention, interest, desire, Ask students to produce a piece of promotional
action) material for a selected travel and tourism provider

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

31
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.

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

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

32
 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.

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.

33
 Important reminder **

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

Guideline in Producing the Coursework Report

Every report should comprise the following:

1. Title page.
2. List of contents.
3. Introduction.
4. Statement of the hypothesis and a list of the main aims.
5. Methods for the collection of evidence.
6. Representation of data.
7. Analysis and interpretation of the data.
8. Evaluation and conclusion.
9. Bibliography, sources and acknowledgements.

The title of research project should be:

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

Choice of Titles:

The title for the investigation should answer either:

34
 a. A statement which the investigation then goes on to test.
OR
b. A question which the investigation then attempts to answer.

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

The title for the investigation needs to be carefully selected by the teacher, taking into consideration such factors as the general level of ability of the candidates, so
that each one maximizes his or her potential and practical considerations such as:

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

b. How familiar staff are with the chosen area to simplify planning the investigation
c. The range of possibilities for collecting a variety of primary evidence
d. The amount of available secondary information about the area for the candidates to use.

Suggested Titles by CIE:

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

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

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

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

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

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

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

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

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

35
 12. To compare the marketing and promotion of two different attractions within a tourist location.

Suggested titles (using local examples):

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

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

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

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

5. To compare the tourist products and services at Royal regalia and Brunei handicraft center. (Candidates must use the same level of product/services. In this
case better use between 2 travel agencies)

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

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

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

Guidelines for Assessment of Coursework

36
Total Marks = 60 marks in which needs to be converted into 40% of the total mark for the course.

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

NO. CRITERIA MARKS ALLOCATED

1 KNOWLEDGE WITH UNDERSTANDING 9 MARKS
2 INVESTIGATION SKILLS AND REPRESENTATION OF EVIDENCE
 Observation and Collection of Evidence 9 MARKS
 Organization and Representation of Results 9 MARKS
3 ANALYSIS AND INTERPRETATION OF EVIDENCE 21 MARKS
4 EVALUATION AND CONCLUSIONS 12 MARKS
TOTAL MARKS: 60

37