69768 Unit g756 Introducing Team Working in the Travel and Tourism Sector Scheme of Work and Lesson...

7/29/2019 69768 Unit g756 Introducing Team Working in the Travel and Tourism Sector Scheme of Work and Lesson Plans S

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Sample Schemes of Work andLesson Plans

Travel and Tourism

Diploma Level 1OCR Level 1 Principal Learning in Travel and Tourism: H848

Unit G756: Introducing team working in the travel and tourism sector

This Support Material booklet is designed to accompany the OCR Principal Learning inTravel and Tourism specification for teaching from September 2010.

OCR 2010


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Contents

Contents................................................................................................................................2

OCR Level 1 Principal Learning In Travel and Tourism: H848 Unit G756: Introducingteam working in the travel and tourism sector.................................................................3

OCR Level 1 Principal Learning in Travel and Tourism H848: Unit G756: Introducingteam working in the travel and tourism sector...............................................................13

2 of 14 OCR Principal Learning in Travel and Tourism


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= Innovative teaching idea = ICT opportunity

Sample Diploma Scheme of Work

OCR LEVEL 1 PRINCIPAL LEARNING IN TRAVEL AND TOURISM:

H848 UNIT G756: INTRODUCING TEAM WORKING IN THE TRAVEL

AND TOURISM SECTOR

SUGGESTED

TEACHING

TIME

18 HOURS TOPIC

KNOW ABOUT TEAM WORKING IN TRAVEL AND TOURISM LEARNING OUTCOME 1

UNDERSTAND IMPACTS OF LEGISLATION ON TEAM WORKING ACTIVITIES IN TRAVEL AND TOURISM

LEARNING OUTCOME 2

TOPIC OUTLINESUGGESTED TEACHING AND

HOMEWORK ACTIVITIESSUGGESTED RESOURCES POINTS TO NOTE

Introduction

Working as a team

Time to allow: 1 hour

Icebreaker: learners in small teams.

Time limit of 2 minutes set by tutor.

Tutor issues challenge to teams (eg

write down as many UK towns or cities

as you can/write down as many

countries as you can beginning with the

letter c etc). Check answers and find a

winning team.

Feedback from teams how did theywork together to come up with the

answers? Did anyone take charge?

Were there any problems?

Class discussion: What is a team?

Tutor puts outcomes of discussion into

a bubble diagram on board.

http://www.igoldrush.com/country_names_a.htm

for countries beginning with different letters

Whiteboard

OCR Principal Learning in Travel and Tourism 3 of 14
http://www.igoldrush.com/country_names_a.htmhttp://www.igoldrush.com/country_names_a.htm


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AND TOURISM SECTOR

SUGGESTED

TEACHING

TIME

18 HOURS TOPIC



LEARNING OUTCOME 2



Brainstorm situations where people

need to work as a team. Try to develop

the ideas towards teams in the travel

and tourism sector (eg cabin crew, hotel

catering staff, museum guides etc)

AC 1.1 Identify roles and

responsibilities in travel

and tourism teamsTime to allow 3 hours

Remind learners of icebreaker activity

in the last session did one of the team

members assume the role of a leader?

Class discussion about team roles.

Worksheet for learners outlining

different team responsibilities could

include short case studies of different

travel and tourism teams to cover

different areas of responsibilities listed



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AND TOURISM SECTOR

SUGGESTED

TEACHING

TIME

18 HOURS TOPIC



LEARNING OUTCOME 2



in unit exemplification.

Imagine you are hunting for the ideal

team. Make a list of questions and then

interview people in the group

Match your findings to form your team

members with specific responsibilities.

Who would be the Team Leader? Why

him or her? Why this choice of team?

Learners work in teams to create a

simple wall display: Advice for a team

that is about to start a project.



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AND TOURISM SECTOR

SUGGESTED

TEACHING

TIME

18 HOURS TOPIC



LEARNING OUTCOME 2



AC 1.2 Describe how

travel and tourism teamscommunicate

Time to allow 2 hours

Icebreaker: Classmate bingo. Learners

in teams are issued with pre-printed

bingo cards (see column 3). They are

given a time limit to try to complete their

card by getting information from their

classmates.

Class discussion about the different

ways in which teams communicate with

each other to find out or pass oninformation. Tutor to note down class

responses check that points in unit

exemplification are covered and if not

raise and discuss these.

Activities

Using the teams formed inprevious

Bingo cards can be a simple grid comprising things

learners have to find out about their classmates. For

example:

Has the same birth month as you

Favourite season is winter

Favourite food is something other than pizza

Has a brother or sister at your school

Favourite colour is the same as yours

Has the same eye colour as you

Has more than two pets

Plays a musical instrument etc.



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AND TOURISM SECTOR

SUGGESTED

TEACHING

TIME

18 HOURS TOPIC



LEARNING OUTCOME 2



activities, hold a short meeting to

discuss a travel and tourism attraction

you would all like to visit and when.

Send an email or text to each member

of the team informing them of how they

can travel to the attraction.

Send a copy of a memo or letter

confirming the booking for the

attraction, on a specific day, to eachmember of the team.

Carry out a short team presentation to

the rest of the class about why you

want to visit the attraction and what you

want to see/do when you go.



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AND TOURISM SECTOR

SUGGESTED

TEACHING

TIME

18 HOURS TOPIC



LEARNING OUTCOME 2



AC 1.3 Describe benefits

of working in travel andtourism teams


Team discussion: think about previous

session where you selected an

attraction to visit. What were the

benefits of working in a team? Teams

to feed back to rest of class. Tutor to

note down feedback on the board.

Visiting speaker to talk to the class

about benefits of working in a travel and

tourism team. Learners to think of examples of teams

(dont have to be travel and tourism

related could be sport, etc) and what

the benefits are for those team

members of being in a team.

Whiteboard

ICT

Learners will need to know that one of the

benefits of team work is using the abilities

of the team members.

Learners to pre-prepare questions for

visiting speaker.



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AND TOURISM SECTOR

SUGGESTED

TEACHING

TIME

18 HOURS TOPIC



LEARNING OUTCOME 2



Create part 1 of a leaflet (part 2 will

focus on how to deal with conflict) for

someone new to a travel and tourism

team on what the benefits of working in

a team are.

AC 1.4 Describe reasons

for conflict in travel and

tourism teamsTime to allow 3 hours

Class to watch DVD on teamwork (see

column 3).

Following the DVD, group work to

identify why conflict occurs and how to

deal with it.

Tutor distributes case studies on team

conflict and how it is resolved.

In groups of 3, learners develop a role

play which shows how a conflict can be

DVD Teamwork: Key Stage Comedy Travel and

Tourism

Ideas in terms of conflict, poor

performance, lack of team spirit, etc. could

come in here.



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AND TOURISM SECTOR

SUGGESTED

TEACHING

TIME

18 HOURS TOPIC



LEARNING OUTCOME 2



managed/resolved.

Create part 2 of the leaflet for someone

new to a travel and tourism team about

why conflict happens in a team and how

it can be resolved.

AC 2.1 Identify legislation

surrounding team working

activities in travel andtourism


Carry out a health and safety check of a

room/hall etc in theCentre.

Imagine there is going to be a tradeconference in the hall. What needs to

be considered? How will they keep a list

of the details of the delegates?

Tutor to distribute an information sheet

outlining current legislation (see unit

exemplification). Class discussion on

Current legislation information sheet This should get learners to think about thehealth and safety procedures, data

protection, disability discrimination, trade

description



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AND TOURISM SECTOR

SUGGESTED

TEACHING

TIME

18 HOURS TOPIC



LEARNING OUTCOME 2



different types of legislation that

impacts on team working activities in

travel and tourism.

AC 2.2 Analyse impacts oflegislation on employees

and their activities in travel

and tourism


Learners to watch Business Law

section of DVD.

In groups, work together to draft a team

guide covering the impacts of legislationon employees (see unit

exemplification).

Try to talk to someone in the travel and

tourism business about those aspects

of legislation they have had to consider

when carrying out their responsibilities

Parts of DVD (Business Law) Key stage comedy

ICT

Could be a homework task or a guest speaker coming

to the centre, or a member of staff from a team within

the centre.

Learners need to recognise that this is a

method of oral communication, electronic

communication and written

communication.



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AND TOURISM SECTOR

SUGGESTED

TEACHING

TIME

18 HOURS TOPIC



LEARNING OUTCOME 2



and what impacts these have had on

the way they work. Add any extra

information you find out from this

discussion to your guide.



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Sample Diploma Lesson Plan

OCR Level 1 Principal Learning in Travel and

Tourism H848: Unit G756: Introducing team

working in the travel and tourism sector

Assessment Criterion 3.2: Collaborate with others to deliver travel andtourism products or services working towards common goals

OCR recognises that the teaching of this qualification above will vary greatly from school to school

and from teacher to teacher. With that in mind this lesson plan is offered as a possible approachbut will be subject to modifications by the individual teacher.

Lesson length is assumed to be one hour.

Learning Objectives for the Lesson

Objective 1 Understand how teams are formed and how they benefit from working together

Objective 2 Be able to demonstrate team working skills to support others

Objective 3 Know how to deal with conflict

Recap of Previous Experience and Prior Knowledge

Discussed the situations where people need to work in a team. This can have been relate to anytype of team such as sport but then developed into teams in the travel and tourism sector.

Content

Time Content

Introduction

5 minutes

Quick brainstorm activity to clarify when people work in teams in the travel

and tourism sector.Development

40 minutes

Learners in teams of four (not friendship groups)

Distribute Lego, newspaper or drinking straws, sellotape and scissors to

each team. Teams must design/construct a building (this could be traveland tourism related such as a hotel, museum, etc.) from the materials

provided by the tutor. Put the team under pressure by limiting the timethey can plan (eg five minutes) and build (eg ten minutes). Tutor to call

out how much time teams have left at suitable intervals.

Team feedback

Was the task completed? If not why not?

How well did the team work together?

What problems occurred?

Was everyone happy with the results?

Elect a leader who reports to the group the team difficulties and how



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Sample Diploma Lesson Plan

they could be overcome.

As a class, draft some Do and Donts guidelines to follow to ensure theoutcome is more efficient and conflict is minimised.

Carry out a similar activity again but this time the tutor selects the

members for each team and teams must follow the guidelines that havebeen drawn up. There must be a team leader.

Self-Assessment

Were you able to keep to the guidelines?

Did you communicate with the team?

Did you share your ideas and help others?

Application/plenary

15 minutes

Discuss the difference in outcome between the first activity and the secondone.

Why was one better than the other? What were the benefits?

Extension task

Using the guidelines drafted as a class, provide a wall display for Do and

Donts to follow when working as a team.

Resources

Websites

Team building guide and resources: http://www.teamtechnology.co.uk/

CIPD team working:http://www.cipd.co.uk/subjects/maneco/general/teamwork.htm
http://www.teamtechnology.co.uk/http://www.cipd.co.uk/subjects/maneco/general/teamwork.htmhttp://www.cipd.co.uk/subjects/maneco/general/teamwork.htmhttp://www.teamtechnology.co.uk/http://www.cipd.co.uk/subjects/maneco/general/teamwork.htm

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