AC1.2 Identify haul’ Class discussion on nature of long Photos of holiday destinations from Written or oral definitions ‘long and haul’ & short haul destinations. Use around the world (use google photo 2 lists of holiday ‘short photos to stimulate discussion, e.g. search) destinations destinations. where are these places, are they Travel web sites near to UK, how would you travel Airline web sites or promotional there, would it take long etc. materials Sort a selection of photographs of tourist destinations into the appropriate category long & – haul, or create 2 lists naming long & short haul destinations LO2 AC2.1 Know about changing Recognise that UK Give pupils data on number of Written or oral responses patterns of tourism. residents are taking holidays taken by UK residents to questions the Ask them to select data from a table numbers of UK residents more holidays. of data, diagram or a selection of taking holidays graphs (e.g. bar chart, line graph, pie chart etc) to respond orally or in writing to questions about changing patterns in tourism, e.g. number of holidays taken by UK residents in given years Graph showing number of holidays Add labels to a completed graph taken per year by UK residents Completed showing number of holidays taken Labels for graph per year by UK residents AC2.2 Identify reasons for Use a card sort to list or select Selection of giving reasons why Card sort reasons why UK residents have UK residents are taking more holidays Completed list of reasons UK residents taking been able to take more holidays more holidays. since the 1960s LO3 AC3.1 Know features of Identify ways that Show pupils photos showing both Selection of photos showing positive Card sort positive and negative impacts of and negative impact of tourism on Lists of positive and sustainable tourism. tourism has an impact tourism on people. people negative impacts on people. Sort photos into 2
AC1.2 Identify ‘long haul’ and ‘short haul’ destinations. Class discussion on nature of long & short haul destinations. Use photos to stimulate discussion, e.g. where are these places, are they near to UK, how would you travel there, would it take long etc. Sort a selection of photographs of tourist destinations into the appropriate category – long & haul, or create 2 lists naming long & short haul destinations Photos of holiday destinations from around the world (use google photo search) Travel web sites Airline web sites or promotional materials Written or oral definitions 2 lists of holiday destinations LO2 Know about changing patterns of tourism. AC2.1 Recognise that UK residents are taking more holidays. Give pupils data on number of holidays taken by UK residents Ask them to select data from a table of data, diagram or a selection of graphs (e.g. bar chart, line graph, pie chart etc) to respond orally or in writing to questions about changing patterns in tourism, e.g. number of holidays taken by UK residents in given years Add labels to a completed graph showing number of holidays taken per year by UK residents Graph showing number of holidays taken per year by UK residents Labels for graph Written or oral responses to questions the numbers of UK residents taking holidays Completed AC2.2 Identify reasons for UK residents taking more holidays. Use a card sort to list or select reasons why UK residents have been able to take more holidays since the 1960s Selection of giving reasons why UK residents are taking more holidays Card sort Completed list of reasons LO3 Know features of sustainable tourism. AC3.1 Identify ways that tourism has an impact on people. Show pupils photos showing both positive and negative impacts of tourism on people. Sort photos into 2 Selection of photos showing positive and negative impact of tourism on people Card sort Lists of positive and negative impacts