BTEC LEVEL 3 NATIONAL TRAVEL AND TOURISM STUDENT BOOK 1

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BTEC Level 3 National Travel and Tourism Student Book 1: Book 1 (Level 3 BTEC National Travel and Tourism) [Ms Gillian Dale] on blocwindcotssidi.ga *FREE*. download BTEC Level 3 National Travel and Tourism Student Book 1 (Level 3 BTEC National Travel and Tourism) 1st Edition by Ms Gillian Dale (ISBN. BTEC Level 3 National Travel and Tourism Student Book 1: Book 1 Level 3 BTEC National Travel and Tourism 1st first Edition by Dale, Ms Gillian published by.


Btec Level 3 National Travel And Tourism Student Book 1

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Resources to accompany the specification. This Student Book supports the Edexcel BTEC Level 3 National Travel and Tourism QCF specification for first. blocwindcotssidi.ga: BTEC Level 3 National Travel and Tourism Student Book 1 ( Level 3 BTEC National Travel and Tourism) () by Ms Gillian Dale . BTEC Level 3 National Travel and Tourism Student Book 1. Publisher: Pearson. Author: Gillian Dale. ISBN: This Student Book supports the.

Add to Basket. Compare all 18 new copies. Brand new Book. Covers all mandatory and nine optional units, providing the breadth for tutors to tailor the course to their learners' needs and interests.

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Shipped from UK in 4 to 14 days. Established seller since Seller Inventory BB Book Description Heinemann Secondary Education. Seller Inventory DG P Book Description Pearson Education Limited, Num Pages: BIC Classification: Weight in Grams: Seller Inventory V The outline learning plan demonstrates one way of planning the delivery and assessment of this unit.

Where possible learners should be encouraged and given the opportunity to meet the relevant higher grades at the same time as they attempt the appropriate pass criteria.

P1 — P2 — M1 — D1 P1 requires learners to investigate and describe the event, conference and exhibitions environment in the UK. The evidence could be presented in the form of a written report or a presentation. A broad, basic description will suffice, ensuring that all of the listed content has been addressed and supported by relevant examples.

In describing events, conferences and exhibitions, learners should consider organisations and types of customers that use these services. For P2, learners should be able to show links with the travel and tourism sector, and also recognise at least three current trends and briefly describe them. A list of bullet points is not acceptable. For M1, the impact of trends on the event, conference and exhibitions environment needs to be explained. In order to award this criterion some form of analysis has to be demonstrated in order to explain how trends have impacted; this should not be simply a more-detailed description.

For example, learners could explain the impacts of web-conferences, seminars and e-meetings on the need for conferences, seminars and face-to- face meetings, or the impact of the need for tighter security on large exhibitions.

Learners do not need to focus on specific venues but should refer to examples where they are appropriate. D1 follows on from M1 in that it ties in with trends.

For this criterion, learners should consider the event, conference and exhibition environment as a whole and consider its potential for growth and reasons for that. This could be growth in terms of revenue or in terms of new and diverse markets. An example of an appropriate level of response could be an identification of the potential for growth in small, budget conference venues.

These two factors may have led to a decrease in large meeting rooms being available in-house, and many small and medium sized companies will need to hire out external venues on a regular basis. While they may recognise growth potential in some types of events, conferences and exhibitions, learners may recognise potential decline in others, for example where businesses may be moving away from large-scale and potentially expensive conferences and moving to more web-conferences and e- meetings.

This may limit the potential for growth.

P3 In order to achieve P3, learners should describe five venues, one of each type listed in the unit content purpose-built centres; hotels; academic venues; sporting venues; unusual venues.

Where there is some overlap in that some venues are multi-functional for example where a conference centre is also used to stage events , the primary purpose of the chosen venue should be the main focus of the description.

Learners should name selected venues, describe their location and what they offer the event, conference or exhibition organiser in terms of facilities.

Examples of recent events, conferences or exhibitions held at the venues should be indicated. P4 — P5 — M2 These criteria could be assessed through one piece of work based on a client brief, perhaps set by the tutor as a case study. It is envisaged that the event, conference or exhibition would be aimed at a minimum of 30 delegates or participants to enable enough scope for valid proposals to be developed by the learners. In order to assess these criteria a selection of client briefs could be prepared, so learners can select one to work on, or it could be linked to an event or activity being organised for another unit, for example planning a charity event for Unit Entertainment for Holidaymakers.

Learners may work in small groups in order to carry out research and gather information; however, their assessment evidence must be presented individually for all criteria attempted. For P4, learners will need to produce detailed proposals that will meet the given brief.

ISBN 13: 9781846907272

The proposals may be presented verbally but must be backed up in a suitable written format with a professional appearance, so spellchecking and proofreading should be stressed.

The proposals should include all the aspects within the subheadings listed in the unit content, including health and safety and operational factors. Learners are expected to cover all the factors from the unit content list but may include more detail on the aspects that are most relevant to their own proposal.

Where specific aspects of the unit content are not relevant to particular proposals, this should be stated for example if there is no requirement for additional services to delegates. As part of the proposals learners will have to suggest how to promote their event, conference or exhibition.

This should include details of the planned promotional activities.

P5 should be achieved by producing costings for all services mentioned in the plan. It should clearly state all the inclusions, whether costs are per company or per person.

There must be a simple but clear rationale for the costs included in relation to the budget. M2 is an extension of P4 and P5 and could be assessed in written format or through a question and answer session.

However, responses need to be documented and signed off by the assessor. Learners should focus on the proposals and explain how they meet the given brief.In stock online Free UK delivery Usually dispatched within 24 hours. You can change your ad preferences anytime. Investigating Travel and TourismUnit 2: Advice from former students on how current students can make their BTEC experience a stepping stone to success Firearms licence First name is required Last name is required Your current account balance is Please note you will lose your question and answer privileges if your account is in debt for more than 2 weeks.

Learners should also study conference organisers and event management companies, as well as a variety of customers.