Travel and Tourism

Knowledge Organisers

CLICK HERE TO VIEW THE KNOWLEDGE ORGANISERS

Thamesview Curriculum Intent and Implementation

As a community we have the highest aspirations for all our students, regardless of their background, and are ambitious in the breadth and depth of knowledge we want our students to gain in their subjects.

Our Curriculum has been designed using a Trivium framework encouraging students to Know Well, Think Well and Communicate Well. Students need to develop rich foundational knowledge, be able to think and deepen their understanding through questioning, discussion and debate. Be able to communicate and express their learning in a variety of forms.

As Tom Sherrington states in The Learning Rainforest, “Knowledge is key in a curriculum but so too is the ability to develop capacity to question and challenge, to engage in dialect of the trivium*, to contribute to debate and conversation.”

Thamesview seeks to go beyond a curriculum based on knowledge alone, to a curriculum that builds thought, expression and character.

The Trivium as outlined by Martin Robinson has three parts for students;

Knowledge (AKA Grammar):

Learning involves connecting new information with what is stored in our long-term memory. Therefore, limited prior learning can limit our future learning. Development of a rich knowledge base essentially makes us more intelligent by creating more branches for new learning and ideas to connect with. Without much foundational knowledge of a topic it is difficult for learners to form their own ideas and to work independently. Teachers have a vital part to play in leading the learning process to ensure that conceptual understanding progressively builds over time. The curriculum must be coherently constructed and sequenced across subject disciplines to achieve this. The development of a broad vocabulary is also a key part of this pillar. Thamesview places high importance on every subject area having a coherent and strong approach to successfully improving and strengthening disciplinary literacy within our school. This work is based on the research of the EEF and Alex Quigley.

Elements of Teaching & Learning related to Knowledge:

Clarity through explanations & modelling
Responsive teaching strategies
Repetition & spaced retrieval practice
Regular low level stakes assessment to identify and close gaps & address misconceptions.
Disciplinary Literacy strategies to secure and cement knowledge for learners.
Relevant Rosenshine principles of effective implementation – Thamesview School expects all staff to know and implement Rosenshine principles in curriculum implementation.

Exploration (AKA Dialectic):

Simply knowing things is insufficient. Encouraging our students to think, debate and consider alternative views is a vital part of the education we provide. Knowing things without the skill to explore knowledge further is of limited value to our students in the wider world. We encourage our students at Thamesview to be respectful of others, to be resilience when learning or when ideas are challenging, to be ambitious for themselves, seeking to take knowledge beyond the just knowing and retaining of facts.

Elements of Teaching and Learning related to Exploration:

Real world experience, challenges and experimentation
Debate, critical thinking & deep questioning
Problem solving & reflection
Character Education
Relevant Rosenshine principles of effective implementation – Thamesview School expects all staff to know and implement Rosenshine principles in curriculum implementation.

Communication (AKA Rhetoric):

We want our students to leave Thamesview confident communicators. Explaining ideas publicly strengthens knowledge. This pillar is not, however, limited to public speaking. Any performance involves communication, whether it be a Sporting or creative performance, essay, speech or exhibition of work. These performances help to develop a range of qualities that prepare our learners well for their future lives. Ensuring all our learners can communicate in a clear, articulate and convincing manner, in a variety of ways, is vital.

Elements of Teaching & Learning related to Communication:

Public performance & extended writing
Presentations, exhibitions and displays.
Demonstrating Thamesview Character values.
Relevant Rosenshine principles of effective implementation – Thamesview School expects all staff to know and implement Rosenshine principles in curriculum implementation. At Thamesview we aim to build our curriculum around five key principles.
A curriculum that has Coherence for students – explaining to them what they are learning and when and why.
A curriculum that provides all students with a wide and deep range of Experience(s).
A curriculum that equips students with Knowledge and the ability to use it, develop it and be inspired by it.
A curriculum that Expands horizons for students.
A curriculum that represents all creating a sense of Belonging

Thamesview Sixth Form Curriculum Intent and Implementation

Intent:

At Thamesview 6^th Form, our goal is for all students, staff, parents and carers to develop a sense of a shared ambition for success, and the resilience to achieve that ambition. Our shared vision is for all students to leave Thamesview 6^th Form as knowledgeable, respectful global citizens who are fully prepared to overcome all challenges that come their way in a rapidly changing society. In achieving this, we consider that wider opportunities in the 6^th form are essential to the holistic development of our students. Students have the opportunity to become part of the Student Leadership Team as well as being part of an active academic and pastoral mentoring programme that supports students in the lower school.

At KS5 we offer a varied curriculum made up of A levels, Vocational courses, and the Extended Project Qualification. Students are able to commence a Foundation Pathway should they fail to meet the Level 3 pre-requisites. This breadth of choice allows students to specialise and focus their learning on three key areas of study and provides access to higher education, apprenticeships and straight-to-work options. In the 6^th Form, we provide high quality careers guidance and experiences to ensure that students embark on the correct programme of study or employment pathway for them. All students will be exposed to advice and guidance from our Careers Advisor.

“Students are mature in how they work and behave. They are keen to go to university and, with good careers advice, have begun to think carefully about their futures. They are good role models for younger pupils.” (Ofsted, 2018)

At Thamesview 6^th Form, our intent is trivium. As outlined by educationalist Martin Robinson, we expect all students to “know well, think well, communicate well”.

Know well: To achieve this, all 6^th Form students will be exposed to the best knowledge in their curriculum. Schemes of Work have been carefully designed to ensure that students are able to build on prior learning and knowledge. In most cases, this will be done through ‘do it now’ activities that are prominent in lessons at KS5. Core knowledge is identified and embedded in the fabric of teaching and learning so that students are able to articulate what needs to be retained in their long-term memory. Where possible, hinterland, substantive and procedural knowledge will be utilised to support the core knowledge taught; this will often include trips outside of the classroom, processes and narratives to reinforce understanding. As a member of the 6^th Form, students are encouraged to build their resilience for their chosen subjects and read outside of the curriculum; all students will be given a core reading list and a wider reading list for their chosen subject area; this will enable the application of subject terminology to specific tasks and case studies where applicable.

Think well: At Thamesview 6^th Form, questioning is planned in line with the curriculum and the core knowledge required. As preparation for life after 6^th Form, students at KS5 are encouraged to critically explore ideas and concepts beyond the recollection of facts. To demonstrate ambition, students are encouraged to ignite debate and discussion amongst their peers and demonstrate that they are aware of other perspectives and viewpoints. Often, teachers will use pedagogic models that encourage students to be more independent in their thinking and learning, this will often include working on the foundations of Vygotsky’s Zone of Proximal Development and Bruner’s scaffolding techniques.

Communicate well: At KS5, assessments are either low stake demonstrating retrieval of knowledge or cumulative end of unit assessment. At level 3, assessments will tend to be extended pieces of writing that require analytical and evaluative skills. Schemes of work have been carefully developed to ensure that any mis-conceptions are planned for. Furthermore, communication is also done in the form of articulate debates which enthuse and stimulate discussion around a specific topic area.

Our shared vision is for all students to leave Thamesview 6^th Form as knowledgeable, respectful global citizens who are fully prepared to overcome all challenges that come their way in a rapidly changing society- whether that be for Higher Education or the workplace. We deem it important that students can leave with the necessary skill set to analyse, evaluate and communicate effectively. In achieving this, we consider that wider opportunities in the 6^th form are essential to the holistic development of our students. Students have the opportunity to become part of the Student Leadership Team as well as being part of an active academic and pastoral mentoring programme that supports students in the lower school.

Implementation:

At Thamesview 6^th Form, students can expect a high quality education that is centred on the individual needs of each student. We believe passionately that every young person, regardless of social background or previous experiences, deserves the chance to succeed in education and that is why we expect high standards of effort and behaviour from all of our students. Our curriculum implementation ensures that each student is able to access a curriculum pathway that enables them to make the best progress.

We offer three pathways:

Pathway A that is made up of Level 3 courses and the Extended Project Qualification (2 years)
Pathway B mirrors Pathway A but allows students to resit their Math and English in dedicated timetabled lessons.
Pathway C is a foundation year, best suited for those that have not met the pre-requisites of the Level 3 courses (1 year)

We aim to shape and evolve our students to be as independent in their studies as they can possibly be and prepare them for life after the 6^th Form. It is imperative that students are able to take responsibility for their own learning and complete all activities that are required in class and also sat as homework. All lessons will be planned in line with the school’s teaching and learning policy and teachers will plan for regular summative and formative assessment points. As a member of the 6^th Form, students will be required to abide by the school rules (where applicable) and adhere to the dress code.

All students will be given the chance to partake in Year 12 work experience. Additionally, students will be given plenty of opportunities to attend University open days and career/ apprenticeship fairs. These experiences will help prepare our students for life after Thamesview 6^th Form.

“I’m very impressed with the standard of lessons being delivered with a variety of tasks” (Parental feedback, 2021)

At Thamesview 6^th Form, implementation is centred around Rosenshines ‘Principles of Instruction’. It is important that in all lessons, a review of previous learning takes place; in most cases this will be done in line with low stake assessments and the ‘do it now’ activities. New material will be presented in small, manageable steps in line with the scheme of work and the specification, whereby questions will be asked to ensure that any misconceptions are addressed. At KS5, questions will tend to be analytical and evaluative in nature so that the student is able to reflect on cause and consequences. At Thamesview 6^th Form staff and students have many resources available to enable them to model key concepts and pieces of work, whether this be technological or pedagogic, students can use these processes to help guide them through their work. As previously mentioned, scaffolding techniques are used to enable students to reach their full potential. Where possible, independent practice is encouraged whether this be in the form of wider reading, peer teaching or research specific tasks.

Impact:

Results have been improving year on year since opening in September 2017. We have achieved a 100% pass rate for each cohort and surpassed Kent averages. 100% of our students who made University applications received entry to their first choice universities. This is due to the hard work and dedicated of both students and staff where we strive for excellence on a daily basis.

From a Teaching and Learning perspective, at Thamesview 6^th Form there are a range of measures used to evaluate the impact of the curriculum. These include:

Progress measures using formative and summative assessment
Observation of pupil engagement during drop-ins, lessons observations and learning walks
Deep Dives carried out in conjunction with partner Gravesham Schools
Director led work scrutiny
Reviewing attendance data
Student/ parental surveys
Destination data and follow up calls to students, parents and carers to ensure transition to University, apprenticeship or employment has been successful.

We aim to map our values and vision across the KS5 curriculum. To support this, each department has a clear statement of its curriculum intent, implementation and impact; additionally, each department has its own curriculum map. Schemes of Work will be reviewed year on year so that necessary amendments can take place if need be.

Student success stories (2020):

“Nga Siene received the equivalent of two A* and one A at A-Level is studying International Business at Greenwich University”

“Alex Austin received the equivalent of two A* and one A at A-Level is studying Film and Screen Arts at Plymouth College of Art”

“Jamie Ward received the equivalent of two A* and one A at A-Level is studying Law at Canterbury University”

“Jamie Rafferty received the equivalent of one A*, one A and one B at A-Level is studying Digital Music and Sound Art at the University of Brighton”

“Molly Maxted received the equivalent of two A* and is studying Law at Greenwich University”

Subject Curriculum Intent and Implementation

Curriculum Intent for Travel and Tourism

The BTEC Tech Award in Travel and Tourism is a Level 1/2 training course that equips students with the necessary knowledge, skills, and understanding to work in the travel and tourism industry. It covers a broad range of topics, including various travel and tourism organizations, factors that affect travel and tourism, types of tourism destinations, potential impacts of tourism, and sustainable tourism. The course consists of a mix of classroom-based learning and practical activities, such as researching organisations, analysing data, planning itineraries, creating marketing materials, and working in teams. The BTEC Tech Award in Travel and Tourism is a highly valuable qualification for students who want to pursue a career in this competitive industry. After completing the course, students will have the ability to understand and analyse different travel and tourism organizations, describe types of tourism destinations, evaluate the potential impacts of tourism, explain sustainable tourism principles, research organizations, analyse data, plan itineraries, create marketing materials, and work effectively in teams. Completing the BTEC Tech Award in Travel and Tourism can open up several career opportunities in the industry, including roles as a travel agent, tour guide, hotel manager, event planner, marketing manager, and customer service representative. Furthermore, this certification can serve as a pathway to pursuing higher education at Levels 3 or 4.

Link to Whole School Intent

The Travel and Tourism curriculum has clear links to the school intent in that Trivium underpins the planning and sequencing of our curriculum. In Travel and Tourism, there is a clear intent to ensure that all students are able to discuss and understand the world around them and different tourism sectors, develop their ability to think about and evaluate this information and communicate their views and ideas about this knowledge effectively whilst being able to asks questions linked to their own curiosity. The curriculum is designed to take students outside of what they are familiar with by covering a wide range of subjects that will be new to them, as well as developing their knowledge of what they may already know. The curriculum features ‘big questions’ which are designed to get students thinking further and in more detail about what they are studying. Students will be encouraged to become more confident with communicating their views and opinions, both verbally and in writing. They will also develop the skill of justifying their own view with evidence of examples and case studies.

Curriculum Implementation for Travel and Tourism

Travel and Tourism is taught to Year 12 and 13 students building on the foundations of KS3 and KS4 Geography.

The course consists of three components which are completed linearly. Component 1 focuses on travel and tourism organisations and destinations, with students learning the different travel and tourism organisations and the products and services they offer. They also consider their ownership and aims, such as increasing bookings, providing services, promoting a cause or contributing to the community, and will explore the ways and reasons why travel and tourism organisations may work together. Component 2 looks at customer needs in travel and tourism. Students investigate how travel and tourism organisations use market research to identify trends to match products and series to customer needs and preferences. Component 3 is delivered at the end of the course and looks at the influences on global travel and tourism. Students will investigate the factors that affect the travel and tourism sector, how tourism can have a positive effect on destinations and their host communities, they way a destination is managed is of critical importance, and how sustainable tourism management can amplify the positive benefits of tourism while reducing or eliminating the negative impacts.

Lessons have been planned in line with the specification and to help students develop their travel and tourism skills and deepen their understanding of the travel and tourism sector. There is a focus on reading, numeracy and literacy skills in lessons to obtain and access information alongside application of developing knowledge. A variety of learning activities are used, such as lectures, discussions, field trips, and internships, to keep students engaged and motivated. Use a variety of assessments, including practice assessments and homework tasks, to evaluate knowledge and practical skills. Provide opportunities for team collaboration to develop essential skills for the travel and tourism industry. Utilise technology tools to support learning, such as accessing information and creating presentations. Provide timely and constructive feedback to help students improve their learning. Motivate students to succeed by highlighting the rewarding career opportunities in the travel and tourism industry.

Students are assessed in line with the BTEC Tech Award in Travel and Tourism assessment policy. Component 1 is assessed internally and is the first assessment students complete. Component 2 is also assessed internally. Component 3 is externally assessed and this is sat at the end of the course. The external assessment evaluates the students' knowledge and understanding of the subject matter, while the internal assessments evaluate their ability to apply their skills and knowledge. Students are given one opportunity per component to re-sit their assessment.

Link to Whole School Implementation

The implementation of Rosenshine’s Principles of Instruction is a key feature in the planning and delivery of the Travel and Tourism Curriculum. The recall and review of prior learning is a key part of every lesson in the form of the Do Now activity, as this helps to embed learning from previous lessons. In addition to this, students are given a low stakes Microsoft Form assessment at the end of every lesson in order to help with recall of cumulative knowledge. A variety of questioning also features prominently in lessons with key questions to develop student thinking. There are also clear links to the Thamesview Feedback policy, as teaching staff will model answers with students to demonstrate what effective writing looks like in Travel and Tourism. Independent practice is built into every lesson with an expectation that students apply what they have learned. This will be scaffolded where required.

How Impact is measured within the department

The effectiveness and impact of teaching and learning in Travel and Tourism will be measured through the analysis of data from assessment. This will include not only the internal and external assessments, but also practice assessments, homework tasks and Microsoft Form low stakes assessments that will assess student retention of knowledge over time. The assessment model is cumulative and so students are expected to know more, retain more and be able to use existing and newly acquired knowledge to engage in extended writing. Data from assessment is to be recorded on assessment trackers, which will be analysed to inform future planning decisions in terms of skills and content development. Teacher assessment will be used to ensure that the curriculum is being delivered in an effective way. Teachers will frequently reflect on whether students know more and are able to recall material from their long-term memory and not just their most recent learning. Additionally, departmental monitoring will be in place in the form of learning walks by the Director of Humanities and book scrutinies with students selected at random, which will ensure that expectations are being met in all lessons.

Contacts for the department

Under construction

Travel and Tourism

Knowledge Organisers

Thamesview Curriculum Intent and Implementation

Thamesview Sixth Form Curriculum Intent and Implementation

Subject Curriculum Intent and Implementation

Schemes of work

Subject Core Knowledge Maps

Homework

What is being studied each term

Assessment

Literacy

Contacts for the department

Your browser is out-of-date!