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Leisure and tourism


		11-16 schools

		6th form schools

		Colleges

Examples of enterprise learning in key stage 4

Case study 1

Year 10 GCSE leisure and tourism students were given an assignment to investigate different components of the leisure and tourism industries. Their brief was to plan an imaginary day out in London, travelling by train, and visiting one afternoon tourist attraction. The choice of attractions was a current west-end hit musical, Madame Tussauds, the London Eye or the Tower of London. The students had a week to research the information and then make judgments about which attractions to see and the best ways of travelling to and about London. They made use of the internet, travel agencies, transport information centres and the library. The students then had to put together a ‘tour’ itinerary giving key times and destinations. When finished each student revealed their ideal ‘day out’ and why they had opted for their chosen attraction. The activity was a good one for using key skills such as problem solving and communication, as well as learning more about what is required to ensure projects are well managed and organised.

Case study 2

A year 11 GCSE leisure and tourism group were asked to organise the year’s end-of-summer-term party at a leisure centre. Originality and cost were key factors. The group drew up a team plan for the event showing targets, important issues to take note of, a planning flow chart, resources, contingency plans, role allocations, briefings and an evaluation process. Representatives from the class visited the leisure centre to talk to staff about their needs and what the centre could provide. They took back interview notes, promotional materials, sample buffet menus, details of theme events that had previously been successful and the costs of doing it all. As a result they organised a ‘pop idol’ theme night (prizes for the best outfits), with music from a local disco and a light buffet. The cost was £4 each and over 150 people attended including specially invited teachers as guests. The students found it an enjoyable experience and learned about business organisation and financial costing and planning.

Case study 3

A representative from the local council visited a local secondary school to explain to year 10 leisure and tourism students an assignment on the topic of play activities for young children. She gave them some background about what young children were like, what they enjoyed, health and safety factors and where and by whom play facilities are provided (for example the council, primary schools, crèches, large retail stores and shopping centres). She set them the challenge of organising a two-week summer school for children aged 5-11 in a church community hall next to a large park. A budget of £500 was allocated to pay for any materials, refreshments and so on. A detailed briefing sheet was given out. The group had to decide what their aims and objectives were, what activities they would provide, the costs, how they would market the scheme, how it would be organised and how they would know that it had been successful. They had one week to put their plan together, cost it and prepare for a presentation to the council officer who returned the following week. Students made good use of enterprise skills such as research, decision-making, action planning, costing and reviewing their actions.

Case study 4

Year 11 students undertook an assignment looking at different types of leisure activity. Each small group was expected to contact and visit a local company and interview the managers and employees about the business and the services it provided. One group visited a local video rental shop. They collected information from the owner on how it started, what it sold, the work involved and how it was managed. The assignment required the students to write job descriptions and write a short letter of application for the job of a Saturday assistant in the shop. For a longer assignment they used the information they had gathered to write a business plan and a letter to the local bank manager requesting £40,000 to set up their own video rental store. A retired bank manager was happy to give them feedback on their efforts. The students developed their understanding about the organisation of business, practised their team and key skills and improved their financial capability.

Case study 5

A technology college in a Midlands town had several links with local leisure and tourism organisations that offered hands-on experience in customer service. Most of the students had access to at least one of them close to their homes. One of the links was with a new multi-million-pound leisure centre that gave students a state-of-the-art organisation on which to base their portfolio assessment evidence. The students were given the email address of a named contact. They arranged a time to visit and tour the organisation and could make further planned visits for additional information. The students produced case studies on the leisure centre and wall-mounted displays focusing on the facilities and activities available, as well as employment opportunities. Most students illustrated their work with photographs. Some of the organisations participating agreed to display the students’ work. The students used enterprise skills to organise their work schedules and key skills to gather information and produce case studies and displays. They were aware of the need for time management skills and a ‘can do’ approach to the project.

Case study 6

A London school was situated next-door to the main borough library and this offered opportunities for developing links with different subject areas. The GCSE leisure and tourism department developed a link which supported work for the unit ‘Investigating the leisure industry’. Small groups of year 10 students visited the library to interview members of the library staff about their work and the services offered. After writing up reports on their visits the students, working in small groups, were given different special assignments related to the work of the library. Each group was assigned different user groups: small children, older children, students, adults, special needs, older people and local historians. The groups had to produce a job description and person specification for an employee to look after each area. They also had to devise a promotion campaign to persuade more of their user group to visit the library. These were tried out on the rest of the class. The students practised their research, team working and key skills and found out that the library was similar to a business in the way it was managed and organised.

Case study 7

GCSE leisure and tourism gives an opportunity for students to investigate an organisation in detail and produce portfolio evidence. Year 10 students in a mixed comprehensive school in a rural part of the Midlands based their investigation on a local theme park that students often visit during the holidays. The group visited the park to find out about its marketing strategies before returning to school to write up a case study. Some students also obtained information from the theme park’s website, literature picked up on the visit and by writing or emailing for specific information. Visits to other theme parks also provided information. The students used their knowledge and learning about promotional techniques and materials to produce an item of promotional material for the theme park. The theme park manager gave a small prize for the best effort. The students learned the importance of attracting customers, marketing and investigating information in making judgements.

Case study 8

A professional football league club had strong links with local community schools and offered a number of activities to different age groups and subjects. One activity developed in partnership with the schools was using a software program. The idea was for GCSE business students to spend half a day at the ground learning how to organise and manage a professional football club. Working in small groups they managed a team in a fantasy league, with each group choosing their own name and colours. The software program required them to manage the training (including diets), choose the team and tactics, market the game, produce financial statements, arrange travel and manage their stadium. Every half-hour a fantasy league game was played and then the whole series of events was repeated. A team’s position in the league affected crowd numbers and revenue. Managers, players and employees visited the group to give encouragement. After a hectic morning students had learned that football clubs are businesses and require financial knowledge and skills to run them efficiently and profitably.