Syllabus: Cambridge IGCSE Travel and Tourism

SYLLABUS
Cambridge IGCSE®
Travel and Tourism
0471
For examination in June and November 2016
Cambridge Secondary 2
Changes to syllabus for 2016
This syllabus has been updated, but there are no significant changes.
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© Cambridge International Examinations 2014

Contents
1. Introduction .................................................................................................................... 2
1.1 Why choose Cambridge?
1.2 Why choose Cambridge IGCSE?
1.3 Why choose Cambridge IGCSE Travel and Tourism?
1.4 Cambridge ICE (International Certificate of Education)
1.5 How can I find out more?
2. Teacher support.............................................................................................................. 5
2.1 Support materials
2.2 Resource lists
2.3 Training
3. Assessment at a glance ................................................................................................. 6
4. Syllabus aims and assessment objectives ..................................................................... 7

4.1 Syllabus aims
4.2 Assessment objectives
4.3 Relationship between assessment objectives and components
4.4 Grade descriptions
4.5 Scheme of assessment
5. Syllabus content ........................................................................................................... 11

Unit 1: The travel and tourism industry
Unit 2: Features of worldwide destinations
Unit 3: Customer care and working procedures
Unit 4: Travel and tourism products and services
Unit 5: Marketing and promotion
Unit 6: The marketing and promotion of visitor services
6. Coursework investigation ............................................................................................. 21

6.1 Introduction
6.2 Choosing an investigation
6.3 Collecting the evidence
6.4 Preparing the report
7. Assessment of coursework.......................................................................................... 25
7.1 Coursework assessment criteria
7.2 Moderation
7.3 Resubmission of coursework and carrying forward of internally assessed marks
8. Other information ......................................................................................................... 32

Introduction
1. Introduction
1.1 Why choose Cambridge?

Recognition
Cambridge International Examinations is the world’s largest provider of international education programmes
and qualifications for learners aged 5 to 19. We are part of Cambridge Assessment, a department of the
University of Cambridge, trusted for excellence in education. Our qualifications are recognised by the
world’s universities and employers.
Cambridge IGCSE® (International General Certificate of Secondary Education) is internationally

recognised by schools, universities and employers as equivalent in demand to UK GCSEs. Learn more at
www.cie.org.uk/recognition
Excellence in education
Our mission is to deliver world-class international education through the provision of high-quality curricula,
assessment and services.
More than 9000 schools are part of our Cambridge learning community. We support teachers in over 160
countries who offer their learners an international education based on our curricula and leading to our
qualifications. Every year, thousands of learners use Cambridge qualifications to gain places at universities
around the world.
Our syllabuses are reviewed and updated regularly so that they reflect the latest thinking of international
experts and practitioners and take account of the different national contexts in which they are taught.
Cambridge programmes and qualifications are designed to support learners in becoming:

• confident in working with information and ideas – their own and those of others
• responsible for themselves, responsive to and respectful of others
• reflective as learners, developing their ability to learn
• innovative and equipped for new and future challenges
• engaged intellectually and socially, ready to make a difference.
Support for teachers

A wide range of materials and resources is available to support teachers and learners in Cambridge schools.
Resources suit a variety of teaching methods in different international contexts. Through subject discussion
forums and training, teachers can access the expert advice they need for teaching our qualifications. More
details can be found in Section 2 of this syllabus and at www.cie.org.uk/teachers
Support for exams officers

Exams officers can trust in reliable, efficient administration of exams entries and excellent personal support
from our customer services. Learn more at www.cie.org.uk/examsofficers
2 Cambridge IGCSE Travel and Tourism 0471. Syllabus for examination in 2016.
Introduction
Not-for-profit, part of the University of Cambridge

We are a not-for-profit organisation where the needs of the teachers and learners are at the core of what we
do. We continually invest in educational research and respond to feedback from our customers in order to
improve our qualifications, products and services.
Our systems for managing the provision of international qualifications and education programmes for
learners aged 5 to 19 are certified as meeting the internationally recognised standard for quality
management, ISO 9001:2008. Learn more at www.cie.org.uk/ISO9001
1.2 Why choose Cambridge IGCSE?

Cambridge IGCSEs are international in outlook, but retain a local relevance. The syllabuses provide
opportunities for contextualised learning and the content has been created to suit a wide variety of schools,
avoid cultural bias and develop essential lifelong skills, including creative thinking and problem-solving.
Our aim is to balance knowledge, understanding and skills in our programmes and qualifications to enable
candidates to become effective learners and to provide a solid foundation for their continuing educational
journey.
Through our professional development courses and our support materials for Cambridge IGCSEs, we
provide the tools to enable teachers to prepare learners to the best of their ability and work with us in the
pursuit of excellence in education.
Cambridge IGCSEs are considered to be an excellent preparation for Cambridge International AS and
A Levels, the Cambridge AICE (Advanced International Certificate of Education) Group Award,
Cambridge Pre-U, and other education programmes, such as the US Advanced Placement program
and the International Baccalaureate Diploma programme. Learn more about Cambridge IGCSEs at
www.cie.org.uk/cambridgesecondary2
Guided learning hours

Cambridge IGCSE syllabuses are designed on the assumption that learners have about 130 guided learning
hours per subject over the duration of the course, but this is for guidance only. The number of hours
required to gain the qualification may vary according to local curricular practice and the learners’ prior
experience of the subject.
Cambridge IGCSE Travel and Tourism 0471. Syllabus for examination in 2016. 3
Introduction
1.3 Why choose Cambridge IGCSE Travel and Tourism?

Cambridge IGCSE Travel and Tourism is designed to help meet the need for skilled and knowledgeable
individuals in this rapidly diversifying industry. The intention of the syllabus is to provide a broad introduction
to the travel and tourism industry and related ancillary service industries.
The syllabus develops practical skills across a range of working roles, as well as providing a global and
local perspective on travel and tourism. Students gain an overview of the industry, and learn about popular
destinations, customer care, working procedures, travel and tourism products and services, and marketing
and promotion.
Through their studies, students will gain an understanding of the concepts, models and theories used within
the industry, and also enhance their skills of investigation, analysis, interpretation and evaluation.
Prior learning
Candidates beginning this course are not expected to have studied Travel and Tourism previously.
Progression
Cambridge IGCSE Certificates are general qualifications that enable candidates to progress either directly to
employment, or to proceed to further qualifications.
Candidates who are awarded grades C to A* in Cambridge IGCSE Travel and Tourism are well prepared to
follow courses leading to Cambridge International AS and A Level Travel and Tourism, or the equivalent.
1.4 Cambridge ICE (International Certificate of Education)

Cambridge ICE is a group award for Cambridge IGCSE. It gives schools the opportunity to benefit
from offering a broad and balanced curriculum by recognising the achievements of learners who pass
examinations in at least seven subjects. To qualify for the Cambridge ICE award learners are required to
have studied subjects from five groups: two languages from Group 1, and one subject from each of the
remaining four groups. The seventh subject can be taken from any of the five subject groups.
Travel and Tourism (0471) is in Group 5, Creative, Technical and Vocational.
Learn more about Cambridge ICE at www.cie.org.uk/cambridgesecondary2
The Cambridge ICE is awarded from examinations administered in the June and November series each year.
1.5 How can I find out more?

If you are already a Cambridge school
You can make entries for this qualification through your usual channels. If you have any questions, please
contact us at info@cie.org.uk
If you are not yet a Cambridge school

Learn about the benefits of becoming a Cambridge school at www.cie.org.uk/startcambridge. Email us at
info@cie.org.uk to find out how your organisation can register to become a Cambridge school.
Teacher support
2. Teacher support
2.1 Support materials

Cambridge syllabuses, past question papers and examiner reports to cover the last examination series are
on the Syllabus and Support Materials DVD, which we send to all Cambridge schools.
You can also go to our public website at www.cie.org.uk/igcse to download current and future syllabuses
together with specimen papers or past question papers and examiner reports from one series.
For teachers at registered Cambridge schools a range of additional support materials for specific
syllabuses is available from Teacher Support, our secure online support for Cambridge teachers. Go to
http://teachers.cie.org.uk (username and password required).
2.2 Resource lists

We work with publishers providing a range of resources for our syllabuses including textbooks, websites,
CDs etc. Any endorsed, recommended and suggested resources are listed on both our public website and
on Teacher Support.
The resource lists can be filtered to show all resources or just those which are endorsed or recommended
by Cambridge. Resources endorsed by Cambridge go through a detailed quality assurance process and are
written to align closely with the Cambridge syllabus they support.
2.3 Training
We offer a range of support activities for teachers to ensure they have the relevant knowledge and skills to
deliver our qualifications. See www.cie.org.uk/events for further information.
Assessment at a glance
3. Assessment at a glance
Candidates take:
Paper 1 2 hours
Core Paper
Short answer question paper
(60% of total marks) 100 marks
and either: or:
Paper 2 2½ hours Paper 3

Alternative to Coursework Coursework Investigation (max 3000 words)
Short answer question paper, based primarily Centre-based assessment, directed towards
on Unit 5 of the syllabus Unit 6 of the syllabus
(40% of total marks) 100 marks (40% of total marks) 60 marks
Availability
This syllabus is examined in the June and November examination series.
Paper 3 is not available to private candidates.
Detailed timetables are available from www.cie.org.uk/examsofficers
Centres in the UK that receive government funding are advised to consult the Cambridge website
www.cie.org.uk for the latest information before beginning to teach this syllabus.
Combining this with other syllabuses

Candidates can combine this syllabus in an examination series with any other Cambridge syllabus, except:
• syllabuses with the same title at the same level
• 7096 Cambridge O Level Travel and Tourism
Please note that Cambridge IGCSE, Cambridge International Level 1/Level 2 Certificate and Cambridge
O Level syllabuses are at the same level.
Syllabus aims and assessment objectives
4. Syllabus aims and assessment objectives
4.1 Syllabus aims

The aims of the Cambridge IGCSE Travel and Tourism syllabus are to provide candidates with:
• understanding of the travel and tourism industry
• theoretical knowledge of the industry and related sectors, including knowledge of travel and tourism
products and services, the infrastructure on which they depend and the transport system needed to
operate them
• practical ability in a range of skills and procedures related to working in the travel and tourism industry,
including knowledge of the essential personal and professional skills required by individuals working in
the service sector
• critical awareness of the physical, social and economic environments in which travel and tourism takes
place, including understanding of the global, regional and local perspectives of travel and tourism.
The syllabus develops a clear understanding of the relationship between the theory and practice of working
in travel and tourism. Candidates are encouraged to develop an understanding of tourist industry operations
and problems, and competence in identifying procedures and solutions, by using best practice from
industry, established business techniques and information systems. Through investigation, candidates apply
their knowledge and skills in a detailed study of a particular aspect of the travel and tourism industry.
4.2 Assessment objectives

AO1 Knowledge with understanding
Candidates should be able to:
A. Recall, select and present relevant factual information.
B. Demonstrate and apply knowledge with understanding of the correct use of the following in the travel
and tourism industry:
(i) commonplace terms, definitions and facts
(ii) major concepts, models, patterns, principles and theories.
AO2 Investigation and analysis of evidence

A. Collect evidence from both primary and secondary sources, under guidance or independently, and be
aware of the limitations of the various collection methods.
B. Record, classify and organise relevant evidence from an investigation in a clear and coherent form.
C. Present the evidence in an appropriate form and effective manner, using a wide range of appropriate
skills and techniques, including verbal, numerical, diagrammatic, cartographic, pictorial and graphical
methods.
D. Apply knowledge and understanding to select relevant data, recognise patterns and analyse evidence.
AO3 Interpretation and evaluation

A. Communicate their ideas and opinions in an accurate, concise and logical manner.
B. Present reasoned explanations for phenomena, patterns and relationships.
C. Understand the implications of, and draw inferences from, data and evidence.
D. Discuss and evaluate choices, and make reasoned decisions, recommendations and judgements.
E. Draw valid conclusions by a reasoned consideration of evidence.
4.3 Relationship between assessment objectives and components
Assessment Paper 1 Paper 2 Paper 3 Approx. %

objective Core Paper Alternative to Coursework total
Coursework qualification
% % %
AO1 Knowledge with 40 40 40 40

understanding
AO2 Investigation 35 35 35 35
and analysis of
evidence
AO3 Interpretation 25 25 25 25
and evaluation
4.4 Grade descriptions

Grade A
To achieve a Grade A, a candidate will be able to:
• Recall, select and present relevant factual information and communicate ideas and opinions in an
effective, accurate, concise and logical manner
• Demonstrate consistently accurate use of travel and tourism industry terminology, including commonly
used definitions, concepts, models and patterns
• Use knowledge and understanding to select relevant examples, recognise patterns and trends, and to
analyse evidence
• Present thoroughly reasoned explanations for phenomena, patterns and relationships
• Understand the implications and draw valid inferences from data and source materials
• Discuss and evaluate choices, and make reasoned decisions, recommendations and judgements
• Draw valid conclusions by a reasoned consideration of evidence
Grade C
To achieve a Grade C, a candidate will be able to:
• Recall, select and present relevant factual information and communicate ideas and opinions in a mostly
accurate and logical manner
• Demonstrate sound use of travel and tourism industry terminology, including commonly used
definitions, concepts, models and patterns, although with some omissions
• Use knowledge and understanding to select some relevant examples, to recognise some patterns and
to attempt analysis of some evidence
• Present valid explanations for phenomena, patterns and relationships
• Understand some implications and draw some valid inferences from data and source materials
• Discuss and evaluate some choices, and attempt reasoned decisions, recommendations and
judgements
• Draw sound conclusions by a consideration of some of the evidence
Grade F
To achieve a Grade F, a candidate will be able to:
• Recall, select and present some factual information and communicate ideas and opinions with some
accuracy and structure
• Demonstrate some use of travel and tourism industry terminology, including commonly used definitions,
concepts, models and patterns, although with significant omissions
• Use knowledge and understanding to select some examples, to recognise some patterns and to attempt
limited analysis of evidence
• Present limited explanations for phenomena, patterns and relationships
• Understand some implications and draw some inferences from data and source materials
• Discuss or evaluate a limited number of choices, and attempt decisions, recommendations and
judgements which may not always be fully appropriate
• Draw limited conclusions by a superficial consideration of some of the evidence
4.5 Scheme of assessment

The syllabus is available for examination in the June and November series.
Candidates take:
Paper 1 2 hours
This question paper comprises four scenario-based questions which require candidates to provide
short answers.
The scenarios are set in an international travel and tourism environment, although some provision is
made for candidates to refer to local examples.
(60% of total marks)
and either: or:
Paper 2 2½ hours Paper 3

Alternative to Coursework Coursework Investigation* (Centre-based
This question paper comprises assessment)
scenario-based questions, which This is an investigation which is directed towards the
require candidates to provide short contents of Unit 6, and should allow candidates to apply
answers. their knowledge and skills of this area of the travel and
It is based primarily on the contents of tourism industry.
Unit 5. It requires a basic understanding of the principles of the
Candidates should have a broad marketing and promotion of visitor services. It explores
understanding of the principles of the ways in which the services that are available to
marketing and promotion, and of visitors and tourism providers, through tourist boards
the ways in which marketing and and tourist information centres, can be promoted and
promotion are used within the travel developed for international travel and tourism.
and tourism industry. The candidate’s report should be no more than 3000
words, in addition to relevant annotation and illustrative
material. Candidates will be expected to: demonstrate
the ability to collect both primary and secondary
evidence; analyse, investigate and draw conclusions
from this; and present their findings in a structured
report.
(40% of total marks) (40% of total marks)
*The time devoted to the preparation and completion of Coursework should be approximately in proportion
to its mark allocation, i.e. about 40%.
Syllabus content
5. Syllabus content
The syllabus content is organised into six study units. These are used to explore the background to the
travel and tourism industry and more specific areas.
Unit 1: The travel and tourism industry

1.1 Understand and explain the structure of the international travel and tourism industry
(a) Definitions of the industry:

• travel (leisure, business, VFR – visiting friends and relatives)
• travel services (retail and business travel agencies, tour operators, principals)
• tourism services (national and regional tourist boards, tourist information centres)
• tourist classifications (day tripper, length of stay, leisure or business and other purposes)
(b) Awareness of the roles of:
• tourist boards
• travel agents
• tour operators
• accommodation providers
• transport providers
• tourist attractions
• catering outlets
• entertainment venues
• ancillary tourist services
1.2 Investigate the social, cultural, economic and environmental impact of travel and tourism
(a) Types of tourism impact (economic, environmental and social issues related to the measurement
of tourism impacts)
(b) Economic impacts:
• tourism’s contribution to the balance of payments and employment
• tourism multipliers, i.e. types, calculations, application to problems and links with economic
development
• impact on local economy
• negative impacts of tourism (inflation, leakage, opportunity costs, over-dependence)
(c) Environmental impacts:
• importance of the environment
• positive effects – investment, conservation, regeneration, visitor management
• negative effects – air, vegetation, wildlife, water quality, other pollution issues such as congestion
(d) Social and cultural impacts:
• the demonstration effect and nature of tourist/host encounter
• positive and negative impacts – employment structures, morals, culture, health, traditions,
loss of national identity
Syllabus content
1.3 Identify the role of national governments in forming tourism policy and promotion
(a) The role of national and regional tourist boards

(b) Provision of travel and tourist information centres, in country and out of country
1.4 Investigate the patterns of demand for international travel and tourism
(a) Patterns of demand for international tourism; historic trends of international tourism, volume and
value
(b) Major tourism generators and receiving countries in the world, including current trends
Unit 2: Features of worldwide destinations

2.1 Demonstrate knowledge of the main global features
(a) Location of major continental land masses, oceans and seas

(b) Location of the world’s major cities in relation to their importance as major transport hubs and
destinations
2.2 Demonstrate awareness of different time zones and climates
(a) Relationship between global position (longitude) and time zones

(b) Relationship between global position (latitude) and physical environment (equatorial, tropical –
including deserts, temperate, arctic)
(c) Influence of climate on tourism (relief, temperature, sunshine, precipitation, humidity, wind,
hazards)
(d) Correct information on climatic areas identified, using reference sources
2.3 Investigate travel and tourism destinations
(a) Nature of destinations, e.g.:

• perishable (they can be altered)
• multiple use (people other than tourists use the destinations)
• cultural appraisals (destinations are influenced by fashion)
Ingredients of a successful destination, e.g.: location, attractions, organisation, support facilities
(b) Tourist destinations as amalgams (combinations) of specific environmental factors such as
attractions (natural and man-made), shopping centres, support facilities, hospitality and organisation
(c) Implications of viewing destinations as amalgams and the idea of sustainability
2.4 Identify and describe the features which attract tourists to a particular destination
(a) Features of location (climate, location, cultural, religious, etc.) identified and described, using
reference sources
(b) Reasons why certain tourists (e.g. disabled, young people, families, business visitors) might be
attracted to a location
(c) Influence of physical features on the opportunities and constraints for the development of
tourism, e.g. mountains and hills, coasts and inland waterways
Syllabus content
Unit 3: Customer care and working procedures

3.1 Deal with customers and colleagues – “the moment of truth”
(a) Importance of following customer care policies

(b) Necessity of good teamwork and training
(c) Importance of courtesy, tact and diplomacy recognised when dealing with customers and any
specific needs
(d) Procedures for handling complaints
3.2 Identify the essential personal skills required when working in the travel and tourism
industry
(a) Awareness of the need for essential personal and interpersonal skills in particular job roles
(b) Importance of personal presentation, clear speech, numeracy and literacy skills
(c) Awareness of applications of technology:
• computerised reservation systems
• other information technologies, such as: telephone, telex, video text, facsimile, Internet
3.3 Follow basic procedures when handling customer enquiries, making reservations and
payments
(a) Customer’s requirements correctly interpreted upon receipt of an enquiry (in person, in writing, by
telephone/fax/email)
(b) Simple reservation file prepared following set procedures, including use of diary for further action
required
(c) Simple receipt issued and payments recorded
3.4 Use reference sources to obtain information
(a) Timetables, travel brochures and tariffs used to obtain accurate information
(b) Itinerary drawn up to meet customer’s requirements
(c) Use of computerised information systems and relevant technology to obtain information
(Worldspan, Sabre, Galileo, World Wide Web)
(d) Exchange rate lists devised and used
3.5 Explore the presentation and promotion of tourist facilities
(a) Range of promotional methods and their use identified (e.g. visual displays for shop window,
advertisements, leaflets, brochures, Internet)
Syllabus content
Unit 4: Travel and tourism products and services

4.1 Identify and describe tourism products
(a) Inter-relationship between travel and transport, catering and accommodation, attractions, leisure
and recreation and business facilities
(b) Components included in different tourism products (e.g. package, independent, all-inclusive
holidays)
(c) Ancillary services – guiding, currency, marketing services
4.2 Explore the roles of tour operators and travel agents in the chain of distribution
(a) International tour operators (wholesalers):

• tour operator’s product (transport plus accommodation)
• types of tour operator (e.g. incoming tour operators)
• nature of tour operations (how to put together a tour)
• operating characteristics of tour operators (economics, scale of operations, seasonality,
integration, importance of price, consumer protection)
(b) Retail travel agents:
• role of travel agents
• different services offered
• understanding of travel agency appointments (e.g. ticket licensing) and conditions
• operating characteristics
4.3 Describe support facilities for travel and tourism
(a) Concept of infrastructure – features of the built environment (utilities, roads, telecommunications,
airports, ports), details of how they are funded, link with level of economic development
(b) Type and range of accommodation available (serviced/self-catering, hotels, guest houses, hostels,
camping, luxury, budget, etc.):
• economies of operation and scale of investment
• measures of efficient operation, e.g. occupancy rates
• classification and grading
• facilities provided for business/leisure tourists
(c) Local public transport provision and relationship with improved accessibility – express links
to airport (coach, rail, shuttle services), integrated rapid transit system or other forms of
transportation
Syllabus content
4.4 Explore the features of worldwide transport in relation to major international routes
(a) Air Transport:

• main intercontinental routes and airports identified
• types of air transport operation (charter and scheduled, domestic and international)
• operating economics of air transport, full fare versus budget (‘no frills’)
• government regulation/deregulation of air transport
• the advantages and disadvantages of regulation
• air transport and tourism development – the role of governments and international bodies
(e.g. IATA)
(b) Sea transport:
• main ports and international passenger ferry routes identified
• operating economies of sea transport
• major types of sea transport for tourism – passenger ferries (and major crossing areas), cruise
ships (and major cruise circuits)
(c) Rail and road transport:
• major international tourist networks
• nature and operating economies of rail and road transport
• importance of motor transport in tourism
Unit 5: Marketing and promotion

5.1 Role and function of marketing and promotion
(a) Identify and explain why marketing and promotion are important to travel and tourism providers:
• increased sales/usage/profitability/market share/customer base
• competitive advantage
• positive organisational and product image
• customer satisfaction/brand loyalty/repeat business
(b) Describe the main marketing and promotion techniques used in travel and tourism:
Market research
• the use of primary market research techniques (such as self-completion questionnaires,
telephone surveys, face-to-face interviews, Internet surveys, postal surveys, focus groups)
and secondary market research techniques (such as internal information, e.g. sales records
and sources of external information, e.g. government reports)
• identifying customers’ needs and wants using qualitative and quantitative research data
Market analysis tools
• full situation analysis incorporating SWOT (strengths, weaknesses, opportunities and threats)
and PEST (political, economic, social and technological influences) analyses
• the development of an effective marketing mix (product, price, place and promotion)
Syllabus content
5.2 Market segmentation and targeting
(a) Identify the different market segments targeted by travel and tourism providers:
• geographic
• demographic
• lifestyle/psychographic
(b) Explain how specific travel and tourism products are developed to cater for the needs and
expectations of different market segments:
• products (package holidays, transport including transfers, accommodation and catering, tourist
attractions, tourist information services, excursions and additional activities)
• the relationship with market segments: type of customer (families, singles, groups, business,
leisure, independent travellers); different ages/gender; specific needs; special interest; quality/
economy/value for money, etc.)
5.3 ’Product’ as part of the marketing mix
(a) Identify and explain the differences between travel and tourism products and services:
• products (tangible, homogeneous, separable, storable) identified and explained
• services (intangible, heterogeneous, inseparable, incapable of being stored, perishable)
identified and explained
(b) Investigate the development and modification of travel and tourism products and services
through:
• the use of the product life cycle (research and development, introduction, growth, maturity,
saturation and decline)
• the creation of brand image through product features, packaging, price, promotion, target
market segments and brand loyalty
• the development of a product/service mix to appeal to different market segments and the
ways in which tourism organisations develop a product portfolio
Syllabus content
5.4 ’Price’ as part of the marketing mix
(a) Investigate a range of common pricing policies used in the travel and tourism industry:
• market penetration
• market skimming
• discount pricing
• variable pricing
• loss leader pricing
• promotional pricing/special offers
• the going rate/competitive pricing (price makers/price takers)
• prestige pricing
• price bundling
(b) Identify and explain the factors that determine pricing policies:
• fixed and variable costs
• profitability
• subsidies
• competitors
• customers’ expectations/likely number of customers
• seasonality
• economic factors (exchange rates, taxes and other levies)
5.5 ‘Place’ as part of the marketing mix
(a) Investigate the factors that influence the selection of a location for travel and tourism facilities:
• costs
• availability of suitable premises/land
• character and features of area
• local and transient population
• adjacent facilities
• access/transport links
• availability of staff
(b) Identify and explain the range of distribution channels for travel and tourism products and
services:
• direct selling
• wholesalers
• retailers
• Internet
• Global Distribution Systems
Syllabus content
5.6 ‘Promotion’ as part of the marketing mix
(a) Explore the main methods of promotion used in the travel and tourism industry:
• advertising
• publicity/print material (brochures, leaflets, flyers)
• point of sale displays
• public relations (sponsorship, press release)
• direct marketing
• sales promotions (special offers, use of merchandising, mascots)
• personal selling
• videos/DVDs
• Internet (websites, pop-ups, e-brochures)
• electronic media including the use of mobile technology and social networks (e.g. Facebook,
Twitter, LinkedIn)
• trade promotions (trade fairs, familiarisation trips, incentives)
(b) Identify and explore the factors that are considered when producing effective promotional
materials:
• costs
• stages of the promotional campaign
• target market segments
• timing
• brand image
• AIDA (attention, interest, desire, action) in designing effective promotional materials
Syllabus content
Unit 6: The marketing and promotion of visitor services

6.1 The operation, role and function of tourism authorities responsible for tourism policy and
promotion at a national, regional and local level, including tourist information centres and
visitor information services
(a) Investigate the operation of tourism authorities and visitor information services:
• size (scale of operation)
• organisational structure (including relationship with other providers)
• sources of funding
• channels of communication
• responsibility/accountability
(b) Explore the role and function of tourist boards and tourist information centres:
• marketing and promotion
• research
• information services
• advice and consultation
• quality standards (for staff working within the industry, licensing arrangements for tourism
operators, classification of accommodation)
6.2 The provision of tourist products and services
(a) Explore the range of products available:

• guide books and maps, leaflets, events calendars
• souvenirs
(b) Explore the range of services:
• information services (e.g. websites, leaflets, touch screen displays, mobile technology)
• reservations systems (e.g. Book-a-Bed-Ahead, concert/theatre tickets)
• destination management systems including park-and-ride schemes
• 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:
• increased sales/usage/profitability/market share/customer base
• competitive advantage
• positive organisational and product image
• customer satisfaction/brand loyalty/repeat business
(b) Identify the main marketing and promotional techniques used in travel and tourism:
• primary market research techniques (self-completion questionnaires, telephone surveys,
interviews)
• secondary market research (appropriate use of visitor surveys, local, regional and national
research)
Syllabus content
6.4 The marketing mix
(a) Describe and explain the composition of the marketing mix – the Four Ps:
• product
• price
• place
• promotion
(b) Product: investigate the main differences between products and services
(c) Price: simple description of the range of policies that exist
(d) Place: investigate the factors that influence the selection of a location for travel and tourism
facilities and the distribution channels used to make travel and tourism products and services
available to customers
(e) Promotion: explore the main ways in which tourism authorities and visitor information services
promote tourism products, services, facilities and events
6.5 Leisure travel services
(a) Explore the contribution that tourism authorities and visitor information services make towards
the leisure travel market:
• development of packages for the leisure market
• exploitation and support of special events, festivals and attractions
• development of calendar of events
6.6 Business travel services
(a) Explore the contribution the tourism authorities and visitor information services make towards the
business travel market:
• development of packages for the business tourism market (meetings, incentives, conferences
and exhibitions)
• national, regional and local conferences, trade fairs and exhibitions
Coursework investigation
6. Coursework investigation
6.1 Introduction
The Coursework investigation component is worth 40% of the total marks and is directed towards the
contents of Unit 6.
The investigation offers candidates the opportunity to apply their knowledge and skills in the detailed study
of a particular aspect of the travel and tourism industry. If possible, this should be in the local area, as it is
usually an easier practical proposition, but for many Centres travelling a certain distance may be involved.
A list of suggested titles is provided in section 6.2 below. It is expected that all candidates at a Centre will
work on a common title, as this will enable the collection of larger samples of evidence, but each candidate
should conduct a short, individual investigation within the broader main topic.
Candidates will need to have a good basic knowledge of Unit 6 before starting their investigation.
Outline of the investigation

The investigation must include:
(a) Collecting evidence, both primary (e.g. by using questionnaires) and secondary (e.g. by obtaining past
tourist information).
(b) Writing a report of no more than 3000 words, in addition to relevant annotation and illustrative material,
which should include:
• a brief introduction
• an account of the methods used for the collection of evidence
• representation of the evidence collected, in the form of graphs, diagrams, etc.
• a detailed analysis and interpretation of the evidence collected
• an evaluation of the investigation
• a conclusion, summarising the findings of the whole investigation.
Teacher involvement
The investigation is intended to be the candidate’s own individual work, but many will require assistance due
to inexperience. Teachers are expected to give assistance and guidance at all stages, through discussion
and supervision. The candidate should not at any stage be left wondering what to do next. The amount of
guidance required by a candidate should be taken into account when marks are awarded for observation and
collection of evidence (Assessment Objective AO2A).
Many candidates will require close supervision in the organisation of the writing of their report, so that it is
completed within the set time limits. Teachers will be able to assist candidates in the following ways:
• preparing candidates to undertake their investigation
• guiding candidates in the choice of topics for individual study
• ensuring that candidates are fully aware of what is expected of them in the collection of evidence,
presentation of their findings and overall writing of the report
• discussing any difficulties and problems that arise when conducting the investigation and writing reports.
Any written material prepared by staff and given to all candidates must be included in the final submitted
report.
6.2 Choosing an investigation

Choice of title
The title for the investigation should be:
• either a statement which the investigation then goes on to test
• or 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 maximises his or her potential, and
practical considerations such as:
• the number of visits that will be required for collecting evidence
• how familiar staff are with the chosen area, to simplify planning the investigation
• the range of possibilities for collecting a variety of primary evidence
• the amount of available secondary information about the area for the candidates to use.
Suggested titles
• To what extent have increased marketing and promotion influenced the recent development of X as a
tourist destination?
• What are the main methods used in the marketing and promotion of the tourist industry/attraction/
facilities at X?
• Which visitor information services are most responsible for the marketing and/or promotion of a
particular tourist destination, the one at X or the one at Y?
• What are some of the main methods of marketing and promotion used by the tourist information
centres at X and Y?
• Which methods of marketing and promotion are considered to be most successful by the tourist at a
particular location?
• In what ways does the marketing and promotion of leisure tourism differ from that of business tourism?
• A comparison of the tourist products and services available at X and Y.
• A comparison of the effectiveness of a selected range of methods of promoting the tourism product at
tourist location X.
• A comparison of the types of marketing and/or promotional activities/methods of a local visitor
information service provider.
• A comparison of the marketing and promotion of leisure and business tourism in a tourist location.
• A study of the importance of marketing and/or promotion in the increase in business tourism
at location X.
• A comparison of the marketing and promotion of two different attractions within a tourist location.
6.3 Collecting the evidence

Preparation
It is advisable to have at least two class sessions before the first visit to the area of study, so that the
candidates gain the maximum benefit from their work ‘in the field’. It is important to outline the whole of
the process of the investigation at this stage, so that the importance and significance of the investigation
is fully appreciated. The importance of collecting all the required evidence, obtaining accurate evidence and
noting down any difficulties or limitations that are encountered, should be emphasised. The short individual
study should also be discussed with each candidate, as this will also require the collection of evidence. It is
advisable to collect all the evidence in a notebook, as it will be necessary for the candidates to submit ‘rough
work’ as proof of their involvement.
Methods of collecting evidence

The methods of collecting evidence will vary with the title chosen, but should include a range of suitable
investigative techniques containing at least three methods of primary evidence collection and the collection
of at least two sets of secondary information.
(a) Primary evidence:
There are several possible methods, including:
• questionnaires – this is a very useful method as it provides a large amount of data. The compilation
of a questionnaire, either by the teacher or by the candidates, is important. There should be no more
than 8 to 10 questions. The questions should be carefully considered, so as to obtain a wide range of
appropriate evidence, which can be represented by using a wide range of skills:
• interviews – these need to be planned in advance
• traffic and pedestrian counts
• land use surveys
• visual observation surveys, e.g. counting car parking spaces or tourist shops, environmental
assessments, etc.
• taking photos and drawing sketches.
Details of these are provided in many textbooks.
(b) Secondary evidence:
A wide range of evidence is available including:
• government statistics, e.g. census returns
• information from national, regional and local tourist authorities
• Internet
• library resources, e.g. documents, maps, books
• newspaper articles, archives and photos
• weather statistics
• information from transport authorities
• data from previous years, provided by the teacher.
6.4 Preparing the report

The basic format of the report should be:
(a) Title page
(b) List of contents
This should include:
• page numbers for the main sections of the report
• a list of illustrative material, e.g. graphs.
(c) Introduction
The introduction should include:
• a brief background of the area studied
• any relevant theoretical background
• a brief outline of the topic under consideration
• a plan showing what has been done.
(d) Statement of the hypothesis and a list of the main aims
After the introduction comes the main body of the report, which should be clearly divided into sections,
each with a clear heading. The sections might include methods of collecting evidence, representation of
evidence, etc. The report should contain a detailed account, in logical sequence, of all the work done.
(e) Methods for collection of evidence
This section should include an account of:
• the planning and preparation work
• the collection of evidence
• any limitations of the methods chosen
• any other difficulties or problems that were encountered
• any follow-up work, e.g. organising data collected by individuals into group results.
(f) Representation of data
A wide range of appropriate skills and techniques should be used here, such as:
• graphs – vertical and horizontal bar and line graphs, pie graphs, pictograms, divided bars, rectangles
and squares, frequency polygons, radial charts, scattergraphs, dispersion graphs, cumulative
frequency graphs
• maps – location and land-use maps, choropleth or isoline maps, proportional circle and flow maps
• tables, sketches, photos and diagrams
• statistical methods – mean, median, mode, range, etc.
Candidates will gain credit for choice of appropriate skills. The use of computers is allowed in the
representation of evidence, although it should be possible to obtain maximum marks by using hand-
drawn graphs, etc.
(g) Analysis and interpretation of the data
In this section, all the evidence collected should be thoroughly analysed and interpreted. This is a very
important section and carries the highest number of marks in the mark scheme.
(h) Evaluation and conclusion
In the evaluation of the investigation, the candidate should comment on its usefulness, value and what
has been learned by its completion.
In the conclusion, there should be a summary of the findings of the investigation: a ‘drawing together’ of
all the various strands of the work in a meaningful manner. The candidate should also refer back to the
title and say to what extent they have been able to test their statement or answer their question.
(i) Bibliography, sources and acknowledgements
These should be listed at the end of the report.
Assessment of coursework
7. Assessment of coursework
7.1 Coursework assessment criteria

The table below gives a summary of the Coursework mark allocation. The following pages give full details of
the Coursework assessment criteria and levels.
Coursework marking criteria Coursework Number Number Total

assessment of criteria of levels marks
objectives available
1. Knowledge with 1(a)–1(c) 3 3 9

understanding
2. Investigative (i) Observation 2(a)–2(c) 3 3 9

skills and and collection
representation of of evidence
evidence
(ii) Organisation and 2(d)–2(f) 3 3 9
representation of
evidence
3. Analysis and 3(a)–3(g) 7 3 21

interpretation of
evidence
4. Evaluation and 4(a)–4(d) 4 3 12

conclusions
Total marks 60
The Coursework component represents 40% of the total marks for the course.
Candidates’ marks for Paper 3 Coursework Investigation must be recorded on the Individual Candidate
Record Card produced by Cambridge. These forms, and the instructions for completing them, may be
downloaded from www.cie.org.uk/samples. The database will ask you for the syllabus code (i.e. 0471)
and your Centre number, after which it will take you to the correct forms. Follow the instructions when
completing each form.
1. Knowledge with understanding (9 marks)

Assessment Criteria Level 1 Level 2 Level 3
objective
1(a) General application Very limited Some basic Sound basic

of knowledge with throughout the knowledge and knowledge and
understanding. investigation. understanding is understanding is
evident at several evident throughout
stages of the the investigation.
investigation.
1(b) Connection Very few, if any, Some links between Clear, well-
between key ideas links between the the purpose of the developed links
of the course and purpose of the investigation and between the
the aims of the investigation and key ideas of the purpose of the
investigation. key ideas of the course. investigation and
course. key ideas of the
course.
1(c) Use of appropriate Poor use of Wider use of Full explanation and
terminology and terminology, which terminology, with good, accurate use
understanding is sometimes greater accuracy. of terminology.
of concepts and inappropriate.
principles. Most relevant Full understanding
Limited concepts and of relevant concepts
understanding of principles and principles.
relevant concepts understood.
and principles.
2. Investigative skills and representation of evidence

2.(i) Observation and collection of evidence (9 marks)

objective
2(a) Collection of Limited range of Wider range of Wide range of

evidence from evidence collected evidence collected evidence, with a good
both primary either mainly from but still mainly from balance between
and secondary primary sources, either primary or primary and secondary
sources under or mainly from secondary sources. sources.
guidance or secondary sources.
independently. Guidance needed, Little guidance
Considerable but some attempt needed and problems
guidance needed made to extend encountered solved
throughout, and the investigation independently. Good
work is limited to beyond the obvious attempt to extend the
the obvious area of area of enquiry. investigation beyond
enquiry. the obvious area of
Independent enquiry.
Independent enquiry better
enquiry very weak. developed, but has Independent enquiry
limited relevance is well done and
Little initiative to the original work complements the
shown. done. original work.
Some initiative is A high level of initiative

shown. is shown.
2(b) Awareness of Limited awareness Some awareness A sound awareness of

limitations of of the limitations of of the limitations of the limitations of the
methods used to methods used. the methods used. methods used.
collect evidence.
2(c) Evidence A poor, limited Some attempt is Well-organised in a

recorded, attempt is made. made but there are clear, coherent form.
classified and some omissions.
organised. Rough work is Accurate observations
disorganised or Rough work is and records.
incomplete. partially organised
but still incomplete. Rough work is
organised and
complete.
2.(ii) Organisation and representation of evidence (9 marks)

objective
2(d) Evidence Some inconsistencies Most of the evidence All of the evidence
displayed in the accuracy of the collected is accurately collected is accurately
accurately, evidence displayed. displayed. displayed.
using
appropriate At least one skill All skills and All skills and
skills and or technique is techniques used are techniques used
techniques. inappropriate. appropriate. are appropriate, and
some awareness
of the validity or
reliability of at least
one of them is
shown.
2(e) Data displayed Some of the evidence Most of the evidence All of the evidence is
effectively, collected is displayed collected is displayed displayed effectively
with a degree effectively and neatly. effectively and neatly. and neatly.
of neatness
and good Limited labelling of Most graphs and All of the graphs and
annotation. graphs and diagrams. diagrams have titles, diagrams have titles,
keys, scale, etc. keys, scale, etc.
2(f) Different skills Only a limited A wide range of skills A comprehensive

and techniques range of skills and and techniques is range of skills and
are used. techniques is used. used. techniques is used.
3. Analysis and interpretation of evidence (21 marks)

objective
3(a) Application of Most of the evidence Most of the Clear analysis

knowledge. is analysed and evidence is analysed and interpretation
interpreted, using and interpreted, of relationships
general terms rather using appropriate and concepts,
than appropriate terms and concepts. using appropriate
terminology. terminology. Relates
evidence to the
context of the course.
3(b) General Limited Better Thorough

communication communication of communication of communication of
skills. ideas. ideas. ideas.
Opinions given which Opinions given are Opinions given are

are not related to the partly related to the closely related to the
evidence collected. evidence collected. evidence collected.
3(c) Organisation of Incomplete account, Fuller account, Complete account,

the analysis and which lacks a logical, with a more logical with a sound,
interpretation. organised structure. structure. organised and logical
structure.
Limited analysis Some attempt is
and interpretation, made at organisation A thorough, well-
with reference to and most of the organised section
only some of the evidence is analysed of work, including
evidence. and interpreted. analysis and
interpretation of all the
evidence collected.
3(d) Level and Comments about the Some attempts are Thorough analysis,
extent of evidence collected made to recognise with reasoned
analysis. and represented are patterns and develop explanations and valid
mainly descriptive some explanations. comments.
and simply stated.
3(e) Interpreting Very little effort to Some effort to A good effort is made
the evidence explain the data or to justify the findings to present sound,
by presenting try to find any links or and some attempts reasoned explanations
reasoned relationships. to find reasons for the evidence
explanations for for the evidence obtained.
patterns and Very few if any obtained.
relationships inferences are drawn. Several inferences are
shown in the Some inferences are made.
analysis. drawn.

objective
3(f) Awareness of Very little, if any, Some awareness Weaknesses and

the limitations awareness of the of the strengths strengths in the
of the evidence limitations of the and limitations of evidence collected
collected. evidence collected. the evidence, but are recognised and
no suggestions suggestions are made
as to how these as to how these could
difficulties could be be overcome.
overcome.
3(g) Originality Little, if any, Some originality and Several original ideas
and individual originality and individual opinion is and opinions are
opinion. individual opinion is shown. included.
shown.
4. Evaluation and conclusions (12 marks)

objective
4(a) Evaluation of the Little or no Some evaluation of A sound evaluation

investigation as a evaluation of the the Coursework is of the Coursework
whole. project as a whole. included. is included.
One or two Several limitations Several limitations

limitations of mentioned and mentioned and
the investigation only superficially competently
mentioned, but not assessed. assessed.
assessed.
4(b) Suggestions and Very few, if any, of Some of these are A wide selection
recommendations these are included. included, which are of these is
for improvement or generalised and included, which
future work. basic. indicate detailed
thought about the
investigation.
4(c) Draw valid Conclusion lacks Conclusion is more A very good,

conclusions depth and is written detailed, but still reasoned and
by reasoned in general terms. rather tentative. justified conclusion,
consideration of drawing together all
evidence. Little, if any, A basic attempt is the threads of the
consideration of made to use the investigation.
the evidence is evidence as a basis
used to support the of the conclusion. A good attempt is
conclusions. made to use the
evidence to draw a
conclusion.
4(d) Reference to Little or no Attempts to relate Direct references to

original aims of the connection to the to the aims and/ the aims in reaching
investigation in the aims or title in the or title in the conclusions.
conclusion. conclusion. conclusion.
7.2 Moderation
Internal moderation
When several teachers in a Centre are involved in internal assessments, arrangements must be made within
the Centre for all candidates to be assessed to a common standard.
It is essential that, within each Centre, the marks for each skill assigned within different teaching groups
(e.g. different classes) are moderated internally for the whole Centre entry. The Centre assessments will
then be subject to external moderation.
The internally moderated marks for all candidates must be recorded on the Coursework
Assessment Summary. This form, and the instructions for completing it, may be downloaded from
www.cie.org.uk/samples. The database will ask you for the syllabus code (i.e. 0471) and your Centre
number, after which it will take you to the correct form. Follow the instructions when completing the form.
External moderation
External moderation of internal assessment is carried out by Cambridge.
• Centres must submit the internally assessed marks of all candidates to Cambridge.
• Centres must also submit the internally assessed work of a sample of candidates to Cambridge. The
Cambridge Administrative Guide, available on our website, provides details of which candidates are to
be included in the sample.
The deadlines and methods for submitting internally assessed marks and work are in the Cambridge
Administrative Guide available on our website.
7.3 Resubmission of coursework and carrying forward of internally

assessed marks
Information about resubmission of coursework and carrying forward of coursework marks can be found in
the Cambridge Administrative Guide.
Other information
8. Other information
Equality and inclusion

Cambridge International Examinations has taken great care in the preparation of this syllabus and
assessment materials to avoid bias of any kind. To comply with the UK Equality Act (2010), Cambridge has
designed this qualification with the aim of avoiding direct and indirect discrimination.
The standard assessment arrangements may present unnecessary barriers for candidates with disabilities
or learning difficulties. Arrangements can be put in place for these candidates to enable them to access the
assessments and receive recognition of their attainment. Access arrangements will not be agreed if they
give candidates an unfair advantage over others or if they compromise the standards being assessed.
Candidates who are unable to access the assessment of any component may be eligible to receive an
award based on the parts of the assessment they have taken.
Information on access arrangements is found in the Cambridge Handbook which can be downloaded from
the website www.cie.org.uk/examsofficer
Language
This syllabus and the associated assessment materials are available in English only.
Grading and reporting

Cambridge IGCSE results are shown by one of the grades A*, A, B, C, D, E, F or G indicating the standard
achieved, A* being the highest and G the lowest. ‘Ungraded’ indicates that the candidate’s performance fell
short of the standard required for grade G. ‘Ungraded’ will be reported on the statement of results but not
on the certificate. The letters Q (result pending), X (no results) and Y (to be issued) may also appear on the
statement of results but not on the certificate.
Entry codes
To maintain the security of our examinations, we produce question papers for different areas of the world,
known as ‘administrative zones’. Where the component entry code has two digits, the first digit is the
component number given in the syllabus. The second digit is the location code, specific to an administrative
zone. Information about entry codes can be found in the Cambridge Guide to Making Entries.
Cambridge International Examinations
1 Hills Road, Cambridge, CB1 2EU, United Kingdom
Tel: +44 (0)1223 553554 Fax: +44 (0)1223 553558
Email: info@cie.org.uk www.cie.org.uk
® IGCSE is the registered trademark of Cambridge International Examinations
© Cambridge International Examinations 2014
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SYLLABUS

® IGCSE is the registered trademark of Cambridge International Examinations

© Cambridge International Examinations 2014

3. Assessment at a glance ................................................................................................. 6

4. Syllabus aims and assessment objectives ..................................................................... 7

5. Syllabus content ........................................................................................................... 11

6. Coursework investigation ............................................................................................. 21

8. Other information ......................................................................................................... 32

1.1 Why choose Cambridge?

Cambridge IGCSE® (International General Certificate of Secondary Education) is internationally

Cambridge programmes and qualifications are designed to support learners in becoming:

Support for teachers

Support for exams officers

Not-for-profit, part of the University of Cambridge

1.2 Why choose Cambridge IGCSE?

Guided learning hours

1.3 Why choose Cambridge IGCSE Travel and Tourism?

1.4 Cambridge ICE (International Certificate of Education)

Travel and Tourism (0471) is in Group 5, Creative, Technical and Vocational.

Learn more about Cambridge ICE at www.cie.org.uk/cambridgesecondary2

1.5 How can I find out more?

If you are not yet a Cambridge school

2.1 Support materials

2.2 Resource lists

and either: or:

Paper 2 2½ hours Paper 3

Paper 3 is not available to private candidates.

Detailed timetables are available from www.cie.org.uk/examsofficers

Combining this with other syllabuses

4. Syllabus aims and assessment objectives

4.1 Syllabus aims

4.2 Assessment objectives

AO2 Investigation and analysis of evidence

AO3 Interpretation and evaluation

4.3 Relationship between assessment objectives and components

Assessment Paper 1 Paper 2 Paper 3 Approx. %

AO1 Knowledge with 40 40 40 40

4.4 Grade descriptions

4.5 Scheme of assessment

and either: or:

Paper 2 2½ hours Paper 3

(40% of total marks) (40% of total marks)

Unit 1: The travel and tourism industry

(a) Definitions of the industry:

(a) The role of national and regional tourist boards

Unit 2: Features of worldwide destinations

(a) Location of major continental land masses, oceans and seas

2.2 Demonstrate awareness of different time zones and climates

(a) Relationship between global position (longitude) and time zones

2.3 Investigate travel and tourism destinations

(a) Nature of destinations, e.g.:

Unit 3: Customer care and working procedures

(a) Importance of following customer care policies

3.4 Use reference sources to obtain information

3.5 Explore the presentation and promotion of tourist facilities

Unit 4: Travel and tourism products and services

(a) International tour operators (wholesalers):

4.3 Describe support facilities for travel and tourism

(a) Air Transport: