GCSE Specification Leisure and Tourism and Leisure and Tourism (Double Award) For exams J une 2014 onwards For certification June 2014 onwards
GCSE Specification Leisure and Tourism Leisure and Tourism (Double Award) 4840
This specification will be published annually on our website (http://www.aqa.org.uk). We will notify centres in writing of any changes to this specification. We will also publish changes on our website. The version of the specification on our website will always be the most up to date version, although it may be different from printed versions. Vertical black lines indicate a significant change or addition to the previous version of this specification. You can get further copies of this specification from: AQA Logistics Centre (Manchester) Unit 2 Wheel Forge Way Ashburton Park Trafford Park Manchester M17 1EH or you can download it from our website (http://www.aqa.org.uk) Copyright 2012 AQA and its licensors. All rights reserved. COPYRIGHT AQA retains the copyright on all its publications, including the specifications. However, registered centres for AQA are permitted to copy material from this specification booklet for their own internal use. The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a registered charity (number 1073334). Registered address AQA, Devas Street, Manchester M15 6EX.
Contents GCSE Leisure and Tourism for certification from June 2014 onwards (version 1.0) 1 Introduction 3 1.1 Why choose AQA? 3 1.2 Why choose Leisure and Tourism? 3 1.3 How do I start using this specification? 4 1.4 How can I find out more? 4 2 Specification at a Glance 5 3 Subject Content 6 3.1 Unit 1 Understanding leisure and tourism destinations (48401) 9 3.2 Unit 2 The nature of leisure and tourism (48402) 10 3.3 Unit 3 The business of leisure and tourism (48403) 14 3.4 Unit 4 Investigating tourism destinations and impacts (48404) 15 3.5 Controlled assessment 19 4 Scheme of Assessment 21 4.1 Aims and learning outcomes 21 4.2 Assessment Objectives 21 4.3 National criteria 22 4.4 Prior learning 22 4.5 Access to assessment: diversity and inclusion 22 5 Administration 23 5.1 Availability of assessment units and certification 23 5.2 Entries 23 5.3 Private candidates 23 5.4 Access arrangements and special consideration 23 5.5 Language of examinations 24 5.6 Qualification titles 24 5.7 Awarding grades and reporting results 24 5.8 Examination Series 26 6 Controlled Assessment Administration 27 6.1 Authentication of controlled assessment work 27 6.2 Malpractice 27 6.3 Teacher standardisation 28 6.4 Internal standardisation of marking 28 6.5 Annotation of controlled assessment work 28 6.6 Submitting marks and sample work for moderation 28 6.7 Factors affecting individual candidates 29 6.8 Retaining evidence 29 1
7 Moderation 30 7.1 Moderation procedures 30 7.2 Consortium arrangements 30 7.3 Post-moderation procedures 30 Appendices 31 A Grade Descriptions 31 B Spiritual, Moral, Ethical, Social, Legislative, Sustainable Development, Economic and Cultural Issues, and Health and Safety Considerations 32 C Overlaps with other Qualifications 33 D Wider Key Skills 34 2
1 Introduction GCSE Leisure and Tourism for certification from June 2014 onwards (version 1.0) 1.1 Why choose AQA? AQA is the UK s favourite exam board and more students receive their academic qualifications from AQA than from any other board. But why is AQA so popular? AQA understands the different requirements of each subject by working in partnership with teachers. Our GCSEs: enable students to realise their full potential contain engaging content are manageable for schools and colleges are accessible to students of all levels of ability lead to accurate results, delivered on time are affordable and value for money. AQA provides a comprehensive range of support services for teachers: access to subject departments training for teachers including practical teaching strategies and approaches that really work presented by senior examiners personalised support for Controlled Assessment 24 hour support through our website and online Ask AQA past question papers and mark schemes comprehensive printed and electronic resources for teachers and students. AQA is an educational charity focused on the needs of the learner. All our income goes towards operating and improving the quality of our specifications, examinations and support services. We don t aim to profit from education we want you to. If you are an existing customer then we thank you for your support. If you are thinking of moving to AQA then we look forward to welcoming you. 1 1.2 Why choose Leisure and Tourism? This specification has been designed for candidates who wish to gain a sound knowledge and understanding of the leisure and tourism industry. Candidates can take a GCSE Award or a GCSE Double Award. There are many similarities in the subject content with the previous Double Award specification, so teachers may use their existing resources as far as possible. Changes in content have been brought about by OFQUAL introducing new subject criteria. There are opportunities for teachers to be flexible in their choice of case studies. The majority of the course is controlled assessment, which is carried out under controlled conditions, assessed internally by teachers and moderated by AQA. The UK leisure and tourism industry is huge and rapidly expanding, offering many career opportunities for today s young people. In 2008 it employed over 3 million people more than 13% of UK employees. An AQA GCSE Leisure and Tourism qualification is a real first step-up onto the career ladder. 3
1.3 How do I start using this specification? 1 Already using the existing AQA Leisure and Tourism specification? Register to receive further information, such as mark schemes, past question papers, details of teacher support meetings, etc, at http://www.aqa.org.uk/rn/askaqa.php Information will be available electronically or in print, for your convenience. Tell us that you intend to enter candidates. Then we can make sure that you receive all the material you need for the examinations. This is particularly important where examination material is issued before the final entry deadline. You can let us know by completing the appropriate Intention to Enter and Estimated Entry forms. We will send copies to your Exams Officer and they are also available on our website (http://www.aqa.org.uk/admin/p_entries.php). Not using the AQA specification currently? Almost all centres in England and Wales use AQA or have used AQA in the past and are approved AQA centres. A small minority are not. If your centre is new to AQA, please contact our centre approval team at centreapproval@aqa.org.uk 1.4 How can I find out more? Ask AQA You have 24-hour access to useful information and answers to the most commonly-asked questions at http://www.aqa.org.uk/rn/askaqa.php If the answer to your question is not available, you can submit a query for our team. Our target response time is one day. Teacher Support Details of the full range of current Teacher Support and CPD courses are available on our web site at http://web.aqa.org.uk/qual/cpd/index.php There is also a link to our fast and convenient online booking system for all of our courses at http://coursesandevents.aqa.org.uk/training 4
2 Specification at a Glance GCSE Leisure and Tourism for certification from June 2014 onwards (version 1.0) Leisure and Tourism 4842 Unit 1: Understanding leisure and tourism destinations (48401) Written Paper 1 hour 60 marks 40% Mostly short and some longer questions plus Unit 2: The nature of leisure and tourism (48402) 2 Controlled assessment 80 marks 60% A choice of one of three tasks Leisure and Tourism (Double Award) 4844 Unit 1: Understanding leisure and tourism destinations (48401) Written Paper 1 hour 60 marks 20% Mostly short and some longer questions plus Unit 2: The nature of leisure and tourism (48402) Controlled assessment 80 marks 30% A choice of one of three tasks plus Unit 3: The business of leisure and tourism (48403) Written Paper 1 hour 60 marks 20% Case study-based structured questions plus Unit 4: Investigating tourism destinations and impacts (48404) Controlled assessment 80 marks 30% A choice of one of three tasks For assessments and subject awards after June 2013 there is a requirement that 100% of the assessment is terminal. 5
3 Subject Content 3 Introduction Leisure and Tourism is an applied subject at GCSE, which is concerned with people s changing leisure activities and travel behaviour, the destinations that people visit and changes in patterns of tourism, including the issues of impact and sustainability that they raise. GCSE Leisure and Tourism also covers the study of leisure and tourism organisations the businesses which make up the leisure and tourism industries. Promotion and sales activities, working in leisure and tourism, and health and safety issues faced by leisure and tourism organisations are all included. AQA GCSE Leisure and Tourism offers candidates the opportunity to: know and understand about leisure and tourism activities and provision in the UK and abroad gain skills in applying their knowledge to realworld situations, including in planning and carrying out investigations learn to analyse and evaluate evidence and sources, to make reasoned judgements and to draw conclusions. In external assessments, candidates will have the chance to show the knowledge and understanding they have gained of the subject and, importantly, to apply that knowledge and understanding to real-world leisure and tourism scenarios. In controlled assessment tasks they will be able to demonstrate how well they can apply their knowledge and understanding through undertaking leisure and tourism investigations, as well as to show their abilities to analyse and evaluate collected evidence and to make reasoned judgements leading to valid conclusions. Course structure Candidates may opt for either the GCSE Award (Units 1 and 2) or for the GCSE Double Award (Units 1 and 2 plus Units 3 and 4). AQA s GCSE Award covers all the criteria for the subject as laid down by OFQUAL. The GCSE Double Award provides candidates with the additional chance to investigate and learn about leisure and tourism organisations in more detail. It is an important feature of this specification that the GCSE Double Award includes no additional concepts it is an extension of opportunity at the same standard as the GCSE Award. Equally, the GCSE Award allows candidates, for the first time in this subject at this level, the valuable opportunity to gain a GCSE qualification within the same number of teaching and learning hours as any other GCSE subject. 6
Award GCSE Leisure and Tourism 40% external assessment 60% controlled assessment Unit 1 Understanding leisure and tourism destinations Unit 2 The nature of leisure and tourism External assessment. 1 hour short and longer answers examination paper. Controlled assessment. A choice of one from a menu of three investigative tasks. GCSE Award = Units 1 + 2 The range of leisure and tourism destinations in the UK and abroad. How people choose which destinations to visit. Visitor attractions and activities. Methods of travel available to leisure and tourism destinations and why people choose them. Why people use leisure and tourism facilities. Different types of leisure and tourism organisations and facilities. The UK s rapidly changing leisure and tourism industry. Leisure and tourism organisations as businesses. 3 GCSE Double Award = Units 1 + 2 + 3 + 4 Impact of tourism on communities and the environment. The importance of sustainability in leisure and tourism. Ecotourism. Unit 3 The business of leisure and tourism External assessment. 1 hour examination paper based on a case study. The range of employment opportunities in the leisure and tourism industry. Unit 4 Investigating tourism destinations and impacts Controlled assessment. A choice of one from a menu of three investigative tasks. Marketing in leisure and tourism. How leisure and tourism businesses promote and sell their products and services. Working in leisure and tourism businesses. The range of jobs available in leisure and tourism businesses, the duties involved and skills and qualities needed. The health and safety issues faced by leisure and tourism businesses. How risks are managed. Short-haul and long-haul destination case studies: where the destinations are located the attractions and activities they offer different visitor types how different people travel to the destinations and why they select their chosen method(s). The impacts of tourism on the environment and on destination communities in the UK and abroad. Examples of responsible tourism recognising similarities and differences of attitudes and cultures. 7
3 GCSE Award In Unit 1 (Understanding Leisure and Tourism destinations) candidates learn about and gain an understanding of leisure and tourism destinations. This includes the range of places people visit in their leisure time, why they choose them, how they travel there and why they select their chosen method. Candidates study visitor attractions and activities, both in the UK and internationally. They find out about the impact of tourism on communities and environments and about the importance of sustainability in leisure and tourism in the UK and internationally, including eco-tourism. This unit is externally assessed by means of a 1 hour examination paper. The question paper includes mostly short answer questions, with a few longer ones. Candidates record their responses in spaces provided on the question paper. Unit 2 (The nature of leisure and tourism) is a controlled assessment unit. Candidates undertake an investigation chosen from a menu of three options. The subject content that Unit 2 covers includes the reasons why people use leisure and tourism facilities and the different types of leisure and tourism organisations that provide products and services for them. Candidates are able to investigate the rapid pace of change in the UK leisure and tourism industry and the importance of recognising similarities and difference of attitudes and cultures. They have the opportunity to discover how leisure and tourism organisations operate as businesses, use up-to-date business systems and promote and sell products and services. Through their work for Unit 2 candidates will learn about the health and safety issues leisure and tourism organisations face and about employment opportunities in the leisure and tourism industries. GCSE Double Award AQA GCSE Double Award in Leisure and Tourism allows candidates who opt for it to expand their knowledge, understanding and investigation of leisure and tourism in great detail. It is neither more difficult nor easier than the GCSE Award, but simply represents the opportunity to deepen candidates leisure and tourism education and so gain the equivalent of two GCSEs. Unit 3 (The business of leisure and tourism) is assessed by a 1 hour examination paper. The unit allows GCSE Double Award candidates to build upon their learning from Unit 2 (The nature of leisure and tourism) about the marketing (promotion and sales) activities of leisure and tourism businesses, the employment opportunities they offer and the health and safety issues they face. The question paper includes a leisure and tourism case study. It is on this as well as the knowledge and understanding that candidates have gained from their study of the unit, that questions are based. Unit 4 (Investigating tourism destinations and impacts) is a controlled assessment unit based on student investigation. Here, GCSE Double Award candidates have the opportunity to research tourist destinations (location, attractions and activities) in more detail, to discover more about the impacts that tourism has on real places, people and environments. In addition, candidates can research the choice of travel routes and methods available to people to reach these destinations. Examples and Case Studies GCSE Leisure and Tourism is an applied subject. There is an expectation that candidates will apply their knowledge and understanding of the subject to real-world cases of: leisure and tourism facilities and organisations leisure provision in an area visitor attractions and destinations. It is also expected that GCSE Award candidates will build up a knowledge and understanding of a broad range of real world leisure and tourism examples during the course. GCSE Double Award candidates will have the chance to acquire deeper knowledge and understanding of chosen leisure and tourism organisations and place case studies as they complete Units 3 and 4. 8
3.1 Unit 1 Understanding leisure and tourism destinations This unit is studied by all candidates. It is externally assessed by a 1-hour examination. Unit 1 is intended to provide candidates with a broad knowledge and understanding of leisure and tourism destinations. Double Award candidates will have the chance to deepen their knowledge and understanding by undertaking an investigation task in Unit 4 (Investigating tourism destinations and impacts). Leisure and tourism destinations are the places people travel to: so that they can take part in leisure activities there, or so they can stay there for a holiday, on business or to visit friends and relatives. Candidates will learn about: the range of leisure and tourism destinations in the UK and abroad: resorts, city destinations and National Parks visitor attractions in the UK and abroad and the activities they offer, including how these appeal to different visitor types the methods (modes) of travel available to leisure and tourism destinations and attractions and why people choose them the range of impacts leisure and tourism can have on communities and on the environment, the importance of sustainability in leisure and tourism and the meaning and aims of ecotourism. The range of leisure and tourism destinations in the UK and abroad Candidates need to be able to describe examples of tourist destinations as shown in the table below: 3 Destination type UK example(s) Overseas example(s) beach (or seaside) resorts one example one example city destinations one example one example ski/snowsports resort not required one example National Park one example not required Candidates need to be able to describe where examples are located, what it is about them that attracts tourists and how tourists can travel to them. Candidates need to be able to use examples to describe the difference between short-haul destinations (within Europe and the Mediterranean Basin and which are usually within approximately 3 hours, or less, flight time of the UK) and long-haul (beyond Europe and the Mediterranean Basin and which are usually more than 6 to 7 hours away from the UK). How people choose which destinations to visit Candidates need to be able to explain how the following factors can affect people s destination choices: the range of products and services on offer weather and climate personal interests and taste cost accessibility the promotion of destinations, including by organisations such as transport and accommodation providers, tour operators and travel agents events. Visitor attractions and activities Candidates must learn about at least one UK and one overseas example of each of: natural attractions physical features such as waterfalls, mountains and valleys that attract visitors historic sites places such as ancient monuments and old buildings that have become attractions for visitors theme parks large attractions including rides that are spread over a large site major sports/entertainment venues nationally important sports or entertainment facilities such as stadia, arenas and theatres built attractions facilities such as museums, and galleries that have been specifically built to attract visitors. Candidates need to be able to describe the range of leisure activities available at each of these attractions and to describe and explain why the attractions try to meet the needs of different customer types and how successfully this is done. Candidates need to be able to apply their knowledge and understanding to explain how a visitor attraction they have not studied seeks to attract different customer types. 9
3 Different types of leisure and tourism customer: single people couples families with children groups travelling together different age groups: children, teenagers, young adults, mature adults, retired people different ethnic and cultural groups people with special needs. Methods of travel available to leisure and tourism destinations and why people choose them Candidates need to learn about the various means of travel available to leisure and tourism destinations and attractions. They need to be able to explain why some travel options may be more likely to appeal to some customers than others. They need to learn about principal transport modes, routes, terminals and gateways used by domestic and international tourists to move around, enter and leave the UK, as well as to the destination examples candidates study specifically for this unit (see table above). Candidates need to be able to explain the advantages and disadvantages of these, for different types of customers and journeys, in terms of: cost convenience and comfort accessibility relative environmental impact. Impact of tourism on communities and the environment. The importance of sustainability in leisure and tourism. Ecotourism Candidates must learn about tourism s positive and negative impact on destination communities (their economic wellbeing and ways of life) the environment both at destinations and because of travel to destinations. Candidates need to be able to classify tourism impacts as economic, social and environmental and to explain what each means. They need to be able to describe and explain examples of the impacts caused by tourism on a leisure and tourism destination. Candidates need to be able to explain what sustainability is and why it is important in leisure and tourism in the UK and internationally. They need to be able to explain the meaning and aims of ecotourism. 3.2 Unit 2 The nature of leisure and tourism All candidates study this unit. This unit is a controlled assessment unit. (See section 3.5 for further guidance on controlled assessment.) Candidates complete one investigation task chosen from a menu of three provided by AQA. The menu will be reviewed every two years. Candidates will learn about: why people use leisure and tourism facilities different types of leisure and tourism organisations and facilities the UK s rapidly changing leisure and tourism industry leisure and tourism organisations as businesses the range of employment opportunities in the leisure and tourism industry. Candidates need to be able to explain what leisure is. Leisure activities that candidates need to learn about are: taking part in and watching sport visiting entertainment facilities such as theatres and cinemas taking part in physical recreation, for example by going to the gym or horse-riding eating out and socialising, for example in cafes, bars and clubs visiting attractions like museums and historic sites home-based activities such as reading for pleasure, computer gaming, listening to music, using the internet and gardening taking part in special interest activities such as bird watching or angling. Candidates also need to be able to explain what tourism is. Candidates need to be able to explain the main reasons for tourism which are: leisure (such as to visit an attraction which isn t local or to go on holiday) business (such as to attend a meeting or conference) to visit friends and relatives (VFR). Why people use leisure and tourism facilities Candidates need to be able to describe how people make use of leisure and tourism facilities to: support and help them enjoy their leisure activities, for example they may visit a cinema to watch a new film and a video-rental shop to hire a DVD travel to leisure and tourism destinations, for example using transport facilities like railway stations and airports provide for their needs as tourists, for example hotels for accommodation and travel agents to book holidays. 10
Different types of leisure and tourism organisations and facilities Candidates must learn about the following different types of leisure and tourism organisations and facilities: leisure centres, health and fitness clubs theatres, cinemas, arenas, museums and galleries sports venues and facilities home-based leisure providers: computer gaming and DVD-rental shops, libraries and internet home-based leisure providers visitor attractions restaurants, cafes and take-away restaurants hotels and self-catering accommodation travel agencies and on-line booking websites tourist information centres airlines, ferry, train and coach operators, car-hire firms. Candidates need to be able to describe and account for the range of leisure and tourism facilities in one place (their local area or a leisure and tourism destination) and that are provided by one leisure and tourism organisation. The UK s rapidly changing leisure and tourism industry Candidates must learn about the rapid pace of change in the UK leisure and tourism industry. Candidates need to be able to describe and explain: changes in leisure provision locally over the last 20 years or so and understand how these reflect current national trends changing travel opportunities (such as the growth of budget airlines) and holiday booking patterns (such as the expansion of self-packaging) and understand how these are affecting the UK s travel and tourism industry changes in response to environmental concerns (such as the growth of ecotourism). Leisure and tourism organisations as businesses Candidates must learn how leisure and tourism organisations operate as businesses and benefit from: using up-to-date business systems, such as ICT systems promoting and selling their products and services recognising similarities and differences in attitudes and cultures among their customers dealing with health and safety issues. Candidates need to be able to explain the importance to leisure and tourism organisations of selling products and services. They should be able to account for and evaluate the following range of promotional materials and techniques used by leisure and tourism organisations: Promotional materials leaflets, brochures and flyers posters and other advertisements websites TV and radio commercials merchandise and souvenirs Promotional techniques advertising sales pitching, for example by telephoning potential customers product and promotional material placement, for example souvenirs placed in a gift shop or leaflets placed in another facility sales promotions, for example special offers The range of employment opportunities in the leisure and tourism industry Candidates need to be able to describe the range of employment opportunities that are available in the sectors of the leisure and tourism industry that are listed below: Health and fitness Catering and hospitality Visitor attractions Retail travel Transport Tour operators, for example resort representatives Accommodation. Relevant job roles for study are those leisure and tourism jobs that involve a substantial degree of interaction with customers. Such customer-fronting roles include, for example, a hotel receptionist but not a hotel maintenance operative, and include customer service staff at entertainment and sports venues but not those who play sport or perform professionally. 3 11
3 Unit 2 The nature of leisure and tourism Assessment Grid AOs Level Strand 1 2 3 Identifies clearly the evidence collected. Describes in detail how evidence was collected and recorded. Fully justifies why chosen methods were used. (10 14 marks) Identifies clearly the evidence collected. Describes clearly how evidence was collected and recorded. Clearly explains why chosen methods were used. (5 9 marks) Outlines in basic terms how evidence was gathered and recorded. Gives one or two simple reasons why at least one chosen method was used. (1 4 marks) AO2 How you planned and carried out your investigation. A Describes in detail how people make use of a variety of the leisure and tourism facilities provided in the chosen area/destination or by the chosen leisure and tourism organisation. (9 12 marks) Describes clearly how people make use of some leisure and tourism facilities provided in the chosen area/destination or by the chosen leisure and tourism organisation. (5 8 marks) Describes at a basic level how people make use of leisure and tourism facilities provided in the chosen area/ destination or by the chosen leisure and tourism organisation. (1 4 marks) AO1 (4) AO2 (8) How people make use of leisure and tourism facilities provided in the chosen area/ destination or by the chosen leisure and tourism organisation. B Describes in detail and accounts for the range of leisure and tourism facilities currently provided in the chosen area/destination or by the chosen leisure and tourism organisation. Draws valid conclusions and justifies them. (10 14 marks) Describes the range of leisure and tourism facilities currently provided in the chosen area/destination or by the chosen leisure and tourism organisation. Clearly explains reasons for the provision of some facilities. Attempts to draw conclusions. (5 9 marks) Describes some leisure and tourism facilities currently provided in the chosen area/ destination or by the chosen leisure and tourism organisation. Gives simple reasons for the provision of some facilities. (1 4 marks) AO1 (4) AO2 (5) AO3 (5) The range of leisure and tourism facilities currently provided in the chosen area/destination or by the chosen leisure and tourism organisation. C 12
3 D Recent changes in leisure and tourism in the chosen area/ destination or chosen leisure and tourism organisation. This strand includes assessment of quality of written communication. E The range of promotional materials and techniques used by one leisure and tourism organisation in the chosen area/ destination or by the chosen leisure and tourism organisation. F The range of leisure and tourism employment opportunities available for young people in the chosen area/ destination or chosen leisure and tourism organisation. 0 marks = no work worthy of the award of a mark Describes at a basic level some recent changes in leisure and tourism in the chosen area/destination or chosen leisure and tourism organisation. (1 4 marks) Describes at a basic level some promotional materials or techniques used by one leisure and tourism organisation in the chosen area/destination or by the chosen leisure and tourism organisation. A limited range of specialist terms is used. There are frequent grammar, spelling and punctuation errors. Text is legible. (1 4 marks) Describes at a basic level a range of leisure and tourism employment opportunities available for young people in the chosen area/destination or chosen leisure and tourism organisation. (1 4 marks) Describes clearly some recent changes in leisure and tourism in the chosen area/destination or chosen leisure and tourism organisation. Provides some explanation. Attempts to draw conclusion/s. (5 9 marks) Describes clearly some promotional materials and techniques used by one leisure and tourism organisation in the chosen area/destination or by the chosen leisure and tourism organisation. Some evaluation of materials and/or techniques is given. Attempts to draw conclusion/s. A good range of specialist terms is used. There are some grammar, spelling and punctuation errors. Text is legible. (5 9 marks) Describes clearly some leisure and tourism employment opportunities available for young people in the chosen area/destination or chosen leisure and tourism organisation. Attempts some evaluation of the range available for young people. (5 8 marks) Analyses in detail a variety of recent changes in leisure and tourism in the chosen area/ destination or chosen leisure and tourism organisation. Draws conclusions and justifies them. (10 14 marks) Analyses in detail a variety of promotional materials and techniques used by one leisure and tourism organisation in the chosen area/destination or by the chosen leisure and tourism organisation. Gives a detailed evaluation of materials and techniques used. Draws valid conclusions and justifies them. A wide range of specialist terms is used. There are few grammar, spelling and punctuation errors. Text is legible. (10 14 marks) Describes in detail a range of leisure and tourism employment opportunities available for young people in the chosen area/destination or chosen leisure and tourism organisation. Evaluates in some detail the range available for young people. (9 12 marks) AO1 (4) AO2 (4) AO3 (6) AO1 (4) AO2 (5) AO3 (5) AO1 (4) AO2 (8) 13
3.3 Unit 3 The business of leisure and tourism 3 This is a Double Award unit. It requires Double Award candidates to study leisure and tourism business in more detail, building on the knowledge and understanding they gain from Unit 2 (The nature of leisure and tourism). Unit 2 includes the requirement to learn how leisure and tourism organisations behave as businesses more broadly and in less depth than Unit 3. Unit 3 does not introduce additional concepts to those in Unit 2; rather, it deepens candidates knowledge and understanding of those concepts through the study of examples of leisure and tourism organisations. Unit 3 is externally assessed by means of an examination based on case study materials about a leisure and tourism organisation/s. In their responses, candidates will also be expected to draw on the knowledge and understanding they have gained from their study of the unit. Leisure and tourism organisations are businesses. Not all businesses are leisure and tourism organisations. Only leisure and tourism organisations are relevant for study in this unit. In Unit 3, Double Award candidates will learn in more depth, through their own studies of leisure and tourism organisations, about the following aspects of the business of leisure and tourism: marketing (promotion and sales) working in leisure and tourism businesses health and safety issues. Marketing in leisure and tourism. How leisure and tourism businesses promote and sell their products and services Candidates must learn about the following promotion and sales activities of two leisure and tourism organisations: the products and services that they promote and sell the promotional materials and techniques that they use to attract sales. Candidates need to be able to explain what products and services leisure and tourism organisations sell or provide for their customers. Candidates are not expected to be able to differentiate between products and services but need to be able to describe and account for the range of products and services provided by their two chosen organisations. They also need to be able to explain the importance to the organisations of selling products and services. Candidates need to be able to describe the range of promotional materials and techniques used by their two chosen organisations and explain why they encourage sales to the organisations target markets. NB On page 11, there is a table of promotional materials and techniques commonly used by leisure and tourism organisations. Candidates need to be able to compare the promotion and sales activities of their two chosen organisations with each other as well as with the case study material provided in the examination paper. Candidates need to be able to describe the target markets of a variety of leisure and tourism organisations and how the market for leisure and tourism products and services can be segmented. Candidates need to be able to identify the target markets of a variety of leisure and tourism organisations from their promotional materials and to be able to explain why these promotional materials are likely to be effective in attracting customers from the target markets. They also need to be able to explain the usefulness and importance of promotional materials and techniques and of making sales to leisure and tourism organisations. Working in leisure and tourism businesses. The range of jobs available in leisure and tourism businesses, the duties involved and skills and qualities needed Candidates must learn about the range of customer-fronting jobs available in two leisure and tourism businesses. These may be the same leisure and tourism organisations studied for marketing (promotion and sales) or they may be different ones. Relevant employment opportunities are described in Unit 2 (page 11). The leisure and tourism businesses chosen for study must belong to one or more of the sectors of the leisure and tourism industry shown on page 11. Leisure and tourism organisations employ staff at different levels of seniority. For example, there are management and supervisory, as well as operational-level, jobs. Candidates must learn about relevant leisure and tourism jobs at different levels of seniority in their two chosen leisure and tourism organisations, for example the duty manager, heads of department and operational level staff in a hotel. Candidates need to be able to describe the duties, personal qualities and skills expected of the holders of two customer service jobs at different levels of seniority in two leisure and tourism businesses (four jobs in all). Candidates also need to explain the skills and personal qualities needed to do the job well. The health and safety issues faced by leisure and tourism businesses. How risks are managed Candidates must learn about health and safety issues that are faced by two leisure and tourism organisations. These may be the same leisure and tourism organisations studied for marketing 14
(promotion and sales) and/or for working in leisure and tourism businesses or they may be different ones. Candidates need to be able to describe and compare how one health and safety issue is dealt with by two leisure and tourism organisations and to explain why dealing with that issue is important to the two organisations. Candidates need to be able to describe and explain actual measures that their chosen organisations have put in place to ensure the health and safety of staff and/or customers in relation to the chosen issue. It is envisaged that candidates will learn about the practical measures that are in place by visiting facilities, observing them and/or interviewing staff. It is not intended that health and safety issues should be approached from a study of the legislation. 3.4 Unit 4 Investigating tourism destinations and impacts This Double Award unit increases the depth of knowledge and understanding gained from Unit 1 (Understanding leisure and tourism destinations). Unit 4 does not introduce additional concepts to those of Unit 1. It deepens candidates knowledge and understanding of those concepts through the detailed study of examples of leisure and tourism destinations. Unit 4 is a controlled assessment unit. (See section 3.5 for further guidance on controlled assessment.) Candidates choose one task from a menu of three provided by AQA. The menu of available tasks will be reviewed every two years. Candidates will learn about: the location of a range of UK and overseas destinations of different types the appeal of these destinations to a variety of different visitor types different ways of travelling to the destinations the impacts of tourism on the destinations responsible tourism. Short-haul and long-haul destination case studies Candidates must learn about UK and overseas destinations of these types: beach (or seaside) resorts city destinations ski/snowsports resorts National Parks. Candidates must learn about UK and short-haul and long-haul overseas destinations. Where the case study destinations are located. The attractions and activities they offer different visitor types Candidates need to be able to describe where destinations are located within the UK or, for overseas destinations, in relation to the UK. They need to be able to locate them on maps. Candidates need to be able to describe how far UK destinations are from their home area (in distance and time) and how far overseas destinations are from the UK. Candidates must learn about the key attractions at destinations and about the range of leisure and tourism activities that are available to visitors there. They need to be able to evaluate how well these attractions and activities are likely to appeal to a range of different visitor types. Visitor types: single people couples families with children groups travelling together different age groups: children, teenagers, young adults, mature adults, retired people different ethnic and cultural groups people with special needs. How different people travel to the destinations and why they select their chosen method(s) Candidates need to be able to describe the range of different travel options to UK and overseas destinations from their home area: modes routes providers prices. Candidates need to be able to evaluate how well different travel options are likely to appeal to different customer types. The impacts of tourism on the environment and on destination communities in the UK and abroad Candidates must learn about examples of positive and negative impacts of tourism on the environment and on communities in destinations in the UK and abroad. They need to be able to explain different views about the costs and benefits of tourism: to the economic well-being of the destination community, and to the ways of life of those who live there. 3 15
3 Candidates also need to be able to explain and evaluate impacts on the environment of: travel to destinations leisure and tourism provision and the activities of visitors in destinations. Examples of responsible tourism recognising similarities and differences of attitudes and cultures Candidates need to be able to explain what responsible tourism is. They must learn about examples of responsible tourism approaches in the UK and overseas. Candidates need to be able to evaluate how well examples of responsible tourism recognise similarities and differences of attitudes and cultures between visitors and members of destination host communities. Candidates need to be able to explain why it is increasingly thought important by the public and by government: to develop leisure and tourism sustainably for tourists to behave with sensitivity towards local populations who may have similar or different attitudes and cultures to them. Candidates need to be able to describe how sustainable leisure and tourism developments in destinations aim to promote the growth of leisure and tourism without causing long-term harm to the economic well-being and ways of life of the community and without unacceptably damaging the environment. 16
Unit 4 Investigating tourism destinations and impacts Assessment Grid AOs Level Strand 1 2 3 Identifies clearly the evidence collected. Describes in detail how evidence was collected and recorded. Fully justifies why chosen methods were used. (11 15 marks) Identifies clearly the evidence collected. Describes clearly how evidence was collected and recorded. Clearly explains why chosen methods were used. (6 10 marks) Outlines in basic terms how evidence was gathered and recorded. Gives one or two simple reasons why at least one chosen method was used. (1 5 marks) AO2 How you planned and carried out your investigation. A Clearly describes the location of the chosen destination in the UK or in relation to the UK. (5 8 marks) Describes at a basic level the location of the chosen destination in the UK or in relation to the UK. (1 4 marks) AO1 Where the chosen destination is located in the UK or in relation to the UK. B Analyses and evaluates the suitability of a variety of attractions and activities available in the chosen destination. Draws valid conclusions and justifies them. (11 15 marks) Clearly describes and comments on the suitability of a variety of attractions and activities available in the chosen destination. Attempts to draw conclusions. (6 10 marks) Outlines some attractions/activities available in the chosen destination. Gives some comments as to their suitability. (1 5 marks) AO1 (3) AO2 (7) AO3 (5) The suitability of available attractions and activities. C Evaluates in detail the suitability of an appropriate variety of travel options to the chosen destination. Draws valid conclusions and justifies them. (11 15 marks) Clearly explains the suitability of a variety of travel options to the chosen destination. Attempts to draw conclusions. (6 10 marks) Describes at a basic level some travel options to the chosen destination. (1 5 marks) AO1 (3) AO2 (6) AO3 (6) The suitability of travel options to the chosen destination. D 3 17
3 Assessment Grid Level Strand 1 2 3 Analyses and evaluates in detail a variety of positive and negative impacts of the recommended package or travel programme or holiday on the destination s local community and on the environment. Draws valid conclusions and justifies them. A wide range of specialist terms is used. There are few grammar, spelling and punctuation errors. Text is legible. (11 15 marks) Clearly describes some likely impacts of the recommended package or travel programme or holiday on the destination s local community and on the environment. Attempts some evaluation. A good range of specialist terms is used. There are some grammar, spelling and punctuation errors. Text is legible. (6 10 marks) Describes at a basic level some possible impacts of the recommended package or travel programme or holiday on the destination s local community and on the environment. A limited range of specialist terms is used. There are frequent grammar, spelling and punctuation errors. Text is legible. (1 5 marks) Impacts of the recommended package or travel programme or holiday on the destination s local community and on the environment. AOs This strand includes assessment of quality of written communication E Explains in detail why the recommendation is an example of responsible tourism. (9 12 marks) Clearly explains why the recommendation is an example of responsible tourism. (5 8 marks) Describes responsible tourism at a basic level. Makes simple links between responsible tourism and the recommended package or travel programme or holiday. (1 4 marks) AO1 (3) AO2 (7) AO3 (5) Unit 4 Investigating tourism destinations and impacts (continued) Why the recommendation is an example of responsible tourism. AO1 (3) AO2 (9) F 0 marks = no work worthy of the award of a mark 18
3.5 Controlled assessment Units 2 and 4 will be assessed by means of controlled assessment. You are advised to spend in total 60% of the teaching time available to you for the course on the topic/s you have chosen for controlled assessment (the other 40% of teaching time to be allocated to the examined unit/s). Examples of controlled assessment tasks are provided in the separate specimen materials booklet. The tasks for each academic year will be published electronically in the prior academic year. This specification requires students to plan and carry out tasks in which they: analyse issues and problems identify, gather and record relevant information and evidence communicate their knowledge and understanding analyse and evaluate evidence make reasoned judgments and present conclusions. These address Assessment Objectives AO1 to AO3. The precise requirements for units 2 and 4 are set out in the assessment grids starting on pages 12 and 17. The controlled assessments in leisure and tourism conform to the OFQUAL regulations for the three stages of the assessment, which are defined as: task setting task taking task marking. Task setting Tasks will be set by AQA. For each of Units 2 and 4, centres will choose one task from a menu of three provided by AQA. In Unit 2, centres contextualise the chosen task to suit their local, specific circumstances. Task taking Preparation You should prepare candidates for the controlled assessment task by teaching a general overview of the unit before discussing the choice of specific task with candidates. Where relevant, visits to leisure and tourism facilities and/or talks from invited industry speakers should be given to candidates during this phase. You should also ensure that candidates are familiar with the assessment criteria for the controlled assessment task in order for them to make an informed choice from the tasks available. Different candidates may make different choices. Centres must outline tasks to be completed. Control Each controlled assessment unit task should take approximately 45 hours to complete, including preparation for the task, but not including additional time for the teaching and learning of the content of the unit. You are advised to allocate preparation time in advance of this 45 hours, and to divide the 45 hours in approximately equal proportions to the marks in the assessment grids. It is suggested that each part of the assessment grid is addressed in turn during the time allowed for writing up, with sufficient time allowed for feedback and redrafting as outlined below. Work may be either handwritten or word processed. Research may be undertaken with limited supervision, which means that candidates need not be under the direct supervision of staff at all times. However, candidates are required to complete all of the work other than research under informal supervision. This means that the centre must ensure that: plagiarism does not take place the sources chosen and used by candidates are clearly recorded each candidate s preparation for the final production of the work is her/his own. The supervision of candidates by centres must ensure that candidates complete tasks as set by AQA and as contextualised by the centre. The supervisor may provide limited guidance to candidates during the time that tasks are being written up. Teachers may review candidates work and may provide advice at a general level. Teachers, however, must not provide detailed and specific advice on how the draft may be improved to meet the assessment criteria. The nature of any guidance provided and the details of any feedback given must be clearly recorded on the Candidate Record Form. Candidates may be guided as to the approach they might adopt but the outcome must remain their own. Likewise feedback may evaluate progress to date and propose suggested broad approaches for improvement but the detailed correction or annotation of work for feedback purposes is not allowed. Candidates should keep notes of their research, to be used when writing up their controlled assessment. As part of their research they may refer to primary and secondary sources of information, including websites, and should ensure that references from sources are clearly identified in the work submitted. The research 3 19