BTEC Level 3 National Travel and Tourism Student Book 1

Unit 4 p1,p2,m1 and d1 Unit 4 p1,p2,m1,d1

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P2, P3, M1, D1 - Business of Travel and Tourism BTEC Travel and Tourism Level 3 - The Business of Travel and Tourism - P2, P3, M1, D1 For P2, learners should describe the organisational and financial characteristics of two different types of travel and tourism organisations with different structures. For example, they could select a medium national private limited company involved in outbound tourism and a local partnership involved in domestic tourism. All items of range must be included in the description. If the two organisations selected do not offer the opportunity to cover all the items of range, these items can be covered through other organisations. For P3, learners should review the methods and opportunities used to gain competitive advantage and achieve aims by different types of travel and tourism organisations and provide examples to cover all types of aims, ie financial, image, products. Learners can use the same organisations as for P2 or other organisations in the sector to ensure full coverage of range. The examples provided must be sufficiently detailed to demonstrate that the learner understands how the method or opportunity has achieved the aim. For example, provide details about how an independent travel agent has used advertising to promote its image as being an agent that can put together a customised holiday because they have more expertise than the multiple agent – ‘book with the experts for tailor made holidays designed to suit your needs’. M1 progresses from P2 and P3 and learners should compare the financial and organisational characteristics of two travel and tourism organisations that have different business structures, eg companies, partnerships, government controlled, memberships. Learners should then compare the methods and opportunities they have used to gain competitive advantage to achieve aims. The two organisations selected for P2 and P3 can be used and it is expected that all items of range as listed for P2 and P3 will be covered in the comparison. For D1, learners must demonstrate that they are able to evaluate links between the organisational and financial characteristics of an organisation and how this has helped the organisation to be successful in gaining competitive advantage to achieve their aims. For example, a small independent travel agent has become part of a consortium in order to compete with those agencies owned by large international integrated PLCs. As part of a consortium they can offer better commission levels and better deals to customers and so increase revenue. A large international tour operator, a PLC, aims to present an image of being a responsible tour operator with an awareness of the need to be environmentally friendly. The tour operator, because it is a PLC, has the capacity to launch a focused advertising and promotional campaign to raise its image and specifically train and develop its staff to promote the image. Learners should provide examples to cover all three types of aim, ie financial, image and products. Learners can use the organisations covered in P2 and P3 or other organisations in order to fully cover the range. The evaluation must be in depth and demonstrate a thorough understanding of the characteristics and the methods and opportunities utilised to be successful in today’s travel and tourism business environment.

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Unit 7 - European Destinations - P3, M2, D1 - Factors and Features (Paris and Malia) BTEC Extended Diploma Level 3 Travel and Tourism - Unit 7 - European Destinations P3, M2, D1 - Distinction Factors and Features - Paris and Malia Comparing Germany and Greece The evidence for P3 could take the form of a written assessment or a presentation, seminar or exhibition. Learners are required to select two different types of leisure destinations, each in a different country in the European travel market and describe the factors and features that determine the appeal of the destinations ie accessibility, climate, attractions, cultural and economic. Learner must select their two destinations from the following types: beach resorts, winter sports resorts, countryside areas, cities. The two destinations must be from a different type. Both destinations chosen must offer the opportunity to cover all aspects of the content for P3. When describing the appeal, learners must link this to specific visitor types, highlighting where the destinations have wide appeal to many types of visitor and also specific appeal for example lively nightlife for young people, safe beaches for families etc. M2 progresses naturally from P3. It requires learners to explain how the factors and features described in P3 appeal to different types of visitor for their two selected European leisure destinations. For both destinations learners should consider at least two different types of customer at this level. For example, Paris has lots of provision for school groups and has ample daytime activities from the cultural (eg the Louvre) to fun activities such as Disneyland Paris. In addition, in the summer a beach area is created on the banks of the river Seine. Travel time is short and can be very cost effective by coach or budget airline. There are three airports with public transport links which along with the metro, mean that a coach is not required once the city is reached. There is a good choice of budget-priced accommodation specifically for students and a range of low-priced fast food outlets. Paris can appeal equally to couples looking for something special and is widely acknowledged as being a romantic city, ideal for honeymooners or couples celebrating an anniversary. It is easily accessible by air by scheduled airline form many regional airports or by Eurostar, making it suitable for short breaks. Paris has a wide range of centrally-located quality accommodation, fine restaurants and international cabarets and entertainment. Couples can wander among the artists in Montmartre, browse through renowned art galleries, take in magnificent views from the top of the Eiffel Tower and relax on cruises on the river Seine. There are also exceptional shopping opportunities ranging from designer fashions to antiques. In order to achieve D1, learners must choose one of the destinations that they have examined in P3 and M2. They should recommend how the destination could appeal to a different type of visitors than it does currently, therefore increasing its overall appeal. For example, if learners selected Meribel, they could recommend activities that could take place in the winter that would attract non-skiing tourists. At this level, learners’ recommendations should be detailed and realistic for use within the travel industry. Learners’ recommendations should clearly link to the visitor type(s) they are seeking to attract and could recommend initiatives that have been successful for other similar types of destinations. https://qualifications.pearson.com/content/dam/pdf/BTEC-Nationals/Travel-and-Tourism/2010/Specification/Unit-7-European-destinations.pdf

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Unit 18 Tourism in Rural Areas - P3 Unit 18 Tourism in Rural Areas THIS WORK HAS BEEN MARKED AND ACHIEVED BY EXAMINER P3 - explain roles and responsibilities of organisations involved in the management of rural areas This was group work hence only the one poster If you have any questions or problems please feel free to mail. I will try my best to respond straight away. Please check out my profile for other units for BTEC Travel and Tourism Level 3

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P4, M3, D2 - Developing and Declining Destinations in Europe BTEC Extended Diploma Level 3 Travel and Tourism - Unit 7 - European Destinations P4, M3, D2 - Developing and Declining European Destinations - Skegness, Varosha (Famagusta) For P4 learners should carry out research to find one declining and one developing destination in Europe. Learners’ evidence should explain how and why they are developing or declining and use Butler’s model as part of this process. Learners must also review current factors that are affecting their development or decline. M3 develops naturally from P4. Learners’ evidence must include an analysis of the reasons for the development or decline of the two destinations (one declining and one developing). A typical merit response could include an analysis of how more sophisticated travellers are independently unpackaging the packaged holiday and are no longer attracted in the same numbers to the perceived downmarket sun and sand resorts of the Costa Brava. This decline is spreading onto the Costa Dorada; however, the draw of Port Aventura and Barcelona is helping to slow the pace of negative change in these areas. For D2, learners’ evidence will be evaluative as learners must suggest how current factors could impact on the developing and declining markets of the future. The evidence could suggest potential developing and declining destinations or areas based upon current geopolitical issues. The evidence should reflect the pace of change engendered by current factors and give examples. The evidence should include consideration of the factors and the implications on the future European travel market – a typical distinction response might refer to the impact of the credit crunch and poor exchange rate of the pound against the Euro which can encourage more domestic tourism or travel outside the Eurozone. This could therefore affect the popularity and appeal of these countries to ex-UK tourists. Another example could be that some areas of France have seen a huge increase in visitors due to the routes of low cost airlines, but what happens to them if routes are withdrawn? This could severely affect tourism to the area as well as impacting on people who have purchased holiday homes based on accessibility. At least two current factors should be addressed for D1 and the response should address both potentially declining and developing destinations. The suggestions should be supported by appropriate statistics where applicable, and must be clearly justified. https://qualifications.pearson.com/content/dam/pdf/BTEC-Nationals/Travel-and-Tourism/2010/Specification/Unit-7-European-destinations.pdf

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Unit 18 Tourism in Rural Areas - P4,P5,M3,D2 Unit 18 Tourism in Rural Areas THIS WORK HAS BEEN MARKED AND ACHIEVED BY EXAMINER P4 - Explain impacts of tourism in rural areas P5 - Explain techniques used to manage impacts of tourism in rural areas M3 - Explain the management techniques that have been adopted to minimise the negative impacts and maximise the positive impacts of tourism in selected rural areas D2 - Evaluate the success of techniques for managing the impacts of tourism in selected rural areas If you have any questions or problems please feel free to mail. I will try my best to respond straight away. Please check out my profile for other units for BTEC Travel and Tourism Level 3

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Unit 16 - Passenger Transport for Travel and Tourism P3 Unit 16 - Passenger Transport for Travel and Tourism THIS WORK HAS BEEN MARKED AND ACHIEVED BY EXAMINER AT GRADE MERIT P3 - identify relationships between UK passenger transport networks and travel and tourism component industries There are two parts of P3. The other can be found on my profile. This was group work so other members hold the rest of the work. I have done them both as a free download as all the work for P3 isn\'t there. If you have any questions or problems please feel free to mail. I will try my best to respond straight away

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Unit 7 - European Destinations P1 Part 1 (Map 1) Unit 7 - European Destinations MAP 1 P1 - Locate all countries, key gateways and key leisure destinations within the European travel market Part 1 out of 5 I have put this to free download as these are just the tables. To complete the task you need to print of 5 maps of Europe. For Map 1 simply use the colour code to plot country, capital city and currency ALSO INCLUDE CRUISE AREAS, You can just do a rough outline of the Mediterranean, Baltic and Norwegian Fjords. THIS WORK HAS BEEN MARKED AND ACHIEVED BY EXAMINER

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P2, M1 - Marketing BTEC Travel and Tourism - Unit 5 - Marketing - P2, M1 The evidence for P2 will review the factors influencing marketing decisions as specified in the unit content. The factors should be reviewed using examples from different travel and tourism organisations. The examples should be both recent (within the last decade) and relevant, and learners should consider both positive and negative factors. For M1, learners should select a travel and tourism organisation and explain how factors have influenced marketing decisions. Some factors could have adversely affected marketing (ie they are constraints) while others might have opened up new marketing opportunities (eg the internet). Learners will be required to demonstrate an in-depth understanding of how the identified factors have influenced the marketing decisions in the organisation.

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Unit 8 - Long-Haul Travel Destinations - P4 M2 D2 Unit 8 - Long-Haul Travel Destinations THIS WORK HAS BEEN MARKED AND ACHIEVED BY EXAMINER AT GRADE DISTINCTION P4 - describe features and facilities that contribute to the appeal of a selected long-haul destination for different types of visitors from the UK M2 - assess the significance of different features and facilities on the appeal of a selected long-haul destination for different types of visitors from the UK D2 - evaluate how the selected destination has capitalised on its features and developed its facilities to attract different types of visitors from the UK My selected long-haul destination was New York as we had been here on a college trip.

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