HT7 Visitor Attractions

HT7 Visitor Attractions

Core British Values

Introduction

Session 1

Intro

Brief

What we will be looking at

Pass Criteria B

Pass Criteria A

Introduction

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Merit Criteria B

Learing Aim A

Merit Criteria A

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Distinction Criteria B

Distinction Criteria A

Learning Aim B

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What we will be looking at (click on the blue dots below)

Learning Intentions

Click on the info buttons below for more information.

Starter Task

Visitor Types

Be the travel agent

Start to look at the different types of visitors for different types of attractions.

spot the differences on the image of Big Ben

Now create a client that you will find a visitor attraction for.

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+ Info

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Lets reflect on the session. Think about this cycle and the questions. Now log some notes on how you feel on class notebook.

Click here for some additional questions you could ask yourself.

Session 2

Starter task - Road trip

Share your work on the HT7 visitors attraction channel on teams.

June

Step 1 -

Work in pairs to agree where you would go.

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Step 2 -

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How many days would you go for?

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Where would you visit? aim for a visit a day.

Learning Intentions

Learning Intention & Overview Teacher Input: Today, we are going to learn about different types of local visitor attractions and understand why they are important for our community and economy. Discussion Points: What is a visitor attraction? Why are visitor attractions important to the local community? How do they benefit local economies? Purpose: To set clear objectives for the lesson and explain why the topic matters, connecting it to real-life examples students can relate to.

Present new information

Presenting New Information – Types of Visitor Attractions On the tables written in dry wipe marker you will see written, the four main categories of visitor attractions: Natural: Parks, beaches, nature reserves Cultural: Museums, galleries, theatres Historical: Castles, heritage sites, monuments Entertainment: Theme parks, zoos, festivals Discussion: Ask students to name(write on the table) examples of each type of attraction, encouraging local references. Show images or maps of attractions in the area. Make sure students take photos of their tables and add to the HT7 Teams channel .

Medium temperature

Watch this video

Construct Meaning Video & Discussion – Local Attractions Activity Group discussion: Which attractions stood out to you? What makes these attractions unique to our area? Why do you think visitors would want to come here? Purpose: To introduce real examples of local attractions and reinforce their importance through visual engagement.

Apply to demonstrate

Research Task – Select a Local Attraction Activity: Work with someone new - in pairs choose a local visitor attraction to research in more depth. Use computers or tablets to find basic information (location, type, features). Students will make note of why they chose the attraction and what they already know about it. Write answers for these questions. What is the attraction’s main feature? Who visits it, and why? How does it contribute to the local community? Purpose: To begin the foundational research for the following lessons, helping students focus on a specific attraction.

WHY?

Importance of Tourism Activity: Class discussion on the importance of tourism for the local economy and community. Audio record your discussion and post this on the teams channel HT7. How do local businesses benefit from tourism? What types of jobs are created by the tourism industry? What role do visitor attractions play in making the area more appealing to tourists? Purpose: To contextualise the role of local visitor attractions within the wider framework of economic and social benefits.

Lets reflect on the session. Think about this cycle and the questions. Now log some notes on how you feel on class notebook.

Click here for some additional questions you could ask yourself.

Exit Ticket

Ask students to write down on the wipe board before they leave, one thing they learned and one question they still have about local attractions. Purpose: To reinforce the learning from the lesson and provide a reflective moment for students to process what they have discovered.

Session 3

Starter Task

Visitor Attraction BingoActivity: Create a Bingo card with squares containing different types of visitor attractions (e.g., beach, museum, theme park, historical site, zoo). Each student has a different combination of attractions on their card. Your teacher describes a visitor attraction without naming it directly (e.g., "This place is where you can learn about history and artifacts"). Students mark off the corresponding attraction on their card. First student to get a row, column, or diagonal of attractions calls "Bingo" and wins. Purpose: A fun and interactive activity that helps students recall different types of visitor attractions and sets the tone for the lesson.

Learning Intention

Learning Intentions & Overview Teacher Input: "Today, we will explore and categorise different types of local visitor attractions, learn why they appeal to different groups, and identify who visits them. Key Points to Cover: Explain the categories of visitor attractions (Natural, Heritage, Cultural, Recreational). Discuss the importance of understanding visitor demographics for successful marketing and development of attractions. Purpose: To provide a clear structure and objectives for the lesson, so students understand what they will achieve by the end of the session.

present new information

Construct Meaning – Group Categorisation Task Activity:Divide students into small groups and provide them with various local visitor attractions. Each group must: Categorise the attractions into the four main types (Natural, Heritage, Cultural, Recreational). Identify the primary demographic for each attraction (e.g., tourists, families, students, seniors). Discuss the reasons why those demographics might be drawn to specific attractions (e.g., educational value, recreational fun). Use a mind map or table format to organise their ideas. Purpose: To help students actively engage with the material by applying the concepts they’ve learned to local examples, encouraging group collaboration and critical think

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Apply to demonstrate

Peer Review – Feedback on the previous task. Review each others work and offer constructive feedback on content, structure, and clarity. Make notes on areas for improvement. Teacher Input: Guide the feedback process Purpose: To provide students with the opportunity to refine their answers in their work, through peer feedback, while learning from others in the process.

Lets reflect on the session. Think about this cycle and the questions. Now log some notes on how you feel on class notebook.

Click here for some additional questions you could ask yourself.

Session 4

Starter Task : Start with a brief discussion on local visitor attractions students have visited. Ask them to share their experiences and thoughts on how these attractions might impact the community.

Learning Intentions.

Learning Objective: Investigate the economic and social impact of visitor attractions on the local community.

Present New Information: Read th presentation provided on the economic and social impacts of visitor attractions. This covers key content such as revenue generation, employment, tourism services, community engagement, educational programs, cultural preservation, and challenges like maintenance, seasonality, and funding.

Construct Meaning Activity: Divide students into small groups. Assign each group a local visitor attraction to research its economic impact. Provide guiding questions to help them focus their research.

Here is an example of a local tourist attraction you could use.

Apply to demonstrate

Activity: Have each group create a poster illustrating the social benefits of their selected attraction. Encourage creativity and use of visuals.

Each group presents their findings and posters to the class. After each presentation, facilitate a class discussion on the findings and reflect on the overall impact of visitor attractions on the community.

When you have time to enjoy yourself, where do you go and visit in your local area? It may be the museum or a theme park perhaps. Visitor attractions regularly change their products and services to meet the different needs of new visitors and to keep existing visitors coming back, after all nobody wants to go on the same rides every year at a theme park, we all want to try new experiences. In this unit, you will research local visitor attractions and what makes people visit them. You will think about the different types of attractions and who they are aimed at. You will then use information you’ve collected to identify which local attraction would be most appropriate for a specific visitor type. The transferable and sector skills you develop in this unit can enable you to progress to further learning. They will also support you in completing the core skills units in Group A of the qualification

Visitor types and their associated needs • Visitor types, e.g. adults, children, groups, families, overseas visitors, people with specific needs. • Visitor needs, e.g. speed of service, cost, location, access, entertainment, safety and security.

Create your client. On a post it note

• How many people will be visiting on the day?
• How old are they?
• Where do they live in the UK?
• How much time do they have? 2 hrs, half a day, 1 day
• Needs to consider?
• Budget?

Now Swap. Find an attraction to meet their needs. Document this on class notebook.

A.M1 Select information about local visitor attractions from given sources that meet most of the particular visitor needs.

How are the activities preparing you for your next steps? How well are you doing? How do you know? What are you doing, and why are you doing it? What are you now working on? what came before that? whats coming next? how do they fit together? What can you do now that you couldn't do 2-3 weeks ago? Explain the topic to a friend in the class to ensure you are clear on what is being covered. How have your skills developed since starting this course? What skills have you learnt and did you use in this session? How did you use Math and English in this session?

How local visitor attractions appeal to specific visitor types Key features of appeal, to include: • accessibility, e.g. location and key transport routes • weather and climate, e.g. indoor/outdoor facilities • opening times, seasonal opening schedules • facilities, e.g. places to eat, washrooms, signs/information using Braille • prices and pricing structure, cost of visiting, peak and off-peak prices, special offers and discounts • special events and entertainment.

B.P2 Present information about local visitor attractions that meet some of the particular visitor needs.

A.P1 Select information about local visitor attractions from given sources that meet some of the particular visitor needs.

On your tables, with a dry wipe marker. Start to write down some of the places you have visited. Then swap with the table next to you, can you identify the types of visitors that may go there. write them down next to the place. Take a photo of your work and add to class notebook. Check your knowledge on visitor types.

Present information about local attractions to meet particular visitor needs.

B.D2 Present detailed and well-organised information about local visitor attractions that describes how they meet the particular visitor needs.

Presenting information about local visitor attractions • Presentation methods and styles such as leaflet, brochure, presentation, blog, vlog (video log) • Organising information, consideration of clarity and accuracy of information, identifying sources of information, spelling, grammar

There are 6 differences see if you can spot them. If you enjoyed this feel free to explore the link below for more. Check your answers.

A.D1 Search for and select information about local visitor attractions from own and given sources to meet the particular visitor needs

Transferable skills • Research: identifying local visitor attractions and deciding on ways to find out information about them, using techniques to gather information about local visitor attractions, identifying methods of transport in the area and different places to stay, identifying the areas of interest, attractions and facilities of the chosen local visitor attraction, identifying the benefits of the local visitor attraction. • Managing information: collecting and using information from different sources about local visitor attractions, determining relevance and accuracy of information, organising information, representing information in different ways, using numbers, using it to present and store information.

Learners will find out about their local visitor attractions, exploring how they meet the needs of particular visitor types

Find out information about local visitor attractions.

How are the activities preparing you for your next steps? How well are you doing? How do you know? What are you doing, and why are you doing it? What are you now working on? what came before that? whats coming next? how do they fit together? What can you do now that you couldn't do 2-3 weeks ago? Explain the topic to a friend in the class to ensure you are clear on what is being covered. How have your skills developed since starting this course? What skills have you learnt and did you use in this session? How did you use Math and English in this session?

Knowledge and sector skills Types of local visitor attraction and products and services they offer • Local visitor attractions, including: o natural, e.g. beaches, gardens and country parks o purpose-built, e.g. theme parks, zoos o heritage, e.g. museums, stately homes/historic buildings. • Products and services, e.g. theme park rides, shops, catering, guided tours, activities, educational talks, car parks, first-aid facilities.

How are the activities preparing you for your next steps? How well are you doing? How do you know? What are you doing, and why are you doing it? What are you now working on? what came before that? whats coming next? how do they fit together? What can you do now that you couldn't do 2-3 weeks ago? Explain the topic to a friend in the class to ensure you are clear on what is being covered. How have your skills developed since starting this course? What skills have you learnt and did you use in this session? How did you use Math and English in this session?

B.M2 Present detailed information about local visitor attractions that meet most of the particular visitor needs.