LNF Cymru Literacy and numeracy for Wales

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VCSE Travel and Tourism

VCSE Travel and Tourism is heavy on literacy: learners read and compare sources, write a destination fact file, a trip proposal, an itinerary and marketing materials using persuasive language tailored to an audience, present their trip and answer questions, and write a reflection on their own performance. Numeracy is lighter but real, with the Unit 1 sector test asking learners to extract information, spot trends and make calculations from Welsh tourism data, and Unit 3 needing a trip budget, costings, a schedule and a feedback survey whose responses are collated. The single biggest thing KS3 should build is persuasive, well-structured writing for a named audience, backed by accurate facts and simple costings.

Awarding body
WJEC
Level
Level 1 and Level 2
First taught
September 2027
Amount of literacy work
High
Amount of numeracy work
Medium
Specification
Open the specification
Step before
Foundation Travel and Tourism, Entry Level and Level 1
How this qualification is assessed
  • Unit 1: Introduction to the Travel and Tourism Industry: External assessment (sector test) 1 hour, 50 marks, 20%, set and marked by WJEC, paper-based or onscreen
  • Unit 2: Tourist Destinations: External non-examination assessment 6 hours (plus 2 hours of research beforehand), three tasks based on an assignment brief that changes every year, 50 marks, 20%, set and marked by WJEC
  • Unit 3: Travel and Tourism in Action: Non-examination assessment 15 hours, five tasks based on an assignment brief, 90 marks, 60%, set by WJEC, marked by the centre and externally moderated by WJEC

Skills that use Planning and organising for different purposes, audiences and context

  1. Persuasive writing tailored to an audience

    Assessed: In coursework (non-examination assessment, NEA)

    In Unit 2 learners present destination information considering design, persuasive language and tailoring of content to audience. In Unit 3 they use persuasive language in their trip proposal and make their marketing materials engaging for a chosen visitor group.

    Literacy: Planning and organising for different purposes, audiences and context, Vocabulary, spelling, grammar, Connectives and syntax

    Getting pupils ready

    Year 7
    Pupils write a short advert for their own town aimed at visiting families, using at least three persuasive techniques such as adjectives, direct address and a question.
    Year 8
    Pupils write two versions of a leaflet paragraph about a castle, one for primary school groups and one for older history fans, and explain the word choices they changed.
    Year 9
    Pupils write a persuasive proposal page for a day trip in Wales aimed at a named group, such as pre-nesters, then peer-mark it for tone, register and how well it suits that group.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.4.3, page 24; Unit 3, Section 3.2.1, page 28; Unit 3, Section 3.3.1, page 29

    “persuasive language to engage the audience.”
    Progression step 3

    • I can adapt my writing style and structure to suit the audience, purpose and context, e.g. suitable balance between facts and viewpoints, a precise conclusion.

    • I can make appropriate choices about vocabulary, idiomatic language and syntax in order to express myself with fluency and clarity for different audiences and purposes.

    Progression step 4

    • I can write about my thoughts, feelings and opinions, using a range of techniques, e.g. emotive language, hyperbole, choice of pronouns (you, we), to show impact.

    • I can adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.

    • I can make informed choices about vocabulary, idiomatic and figurative language, and syntax in order to express myself with fluency, accuracy and clarity.

    Progression step 5

    • I can show sustained awareness of different readers by selecting from a range of styles and structures, and adapting my use of language confidently.

    • I can use sophisticated idiomatic language and appropriate register in a range of contexts.

    • I can write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines.

  2. Writing structured proposals, itineraries and fact files

    Assessed: In coursework (non-examination assessment, NEA)

    Learners develop a trip proposal covering destination, objectives, target visitors, dates, transport, activities, budget, health and safety and sustainability, and produce an itinerary. Both must be presented with a clear structure and layout, and Unit 2 asks for accurate written communication in the fact file.

    Literacy: Planning and organising for different purposes, audiences and context, Vocabulary, spelling, grammar, Proofreading, editing and improving

    Getting pupils ready

    Year 7
    Pupils write a plan for a class picnic under set headings, such as where, when, who, what to bring and what could go wrong, with one short paragraph per heading.
    Year 8
    Pupils turn notes on a local museum visit into a one-page itinerary with clear headings, times in order and short instructions, then proofread a partner's version.
    Year 9
    Pupils plan, draft and redraft a full trip proposal with sections for objectives, target visitors, transport, activities, budget and safety, checking each section links to the trip's aims.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.2.1, page 28; Unit 3, Section 3.3.2, page 29; Unit 2, Section 2.4.1, page 24

    “clear structure and layout”
    Progression step 3

    • I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

    • I can use paragraphs and make links between them.

    • I can present my work appropriately in digital contexts.

    Progression step 4

    • I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.

    • I can use paragraphs and sections to give coherence to longer pieces of writing.

    • I can present my work appropriately in digital contexts using appropriate digital conventions, e.g. thumbnails, language preferences.

    Progression step 5

    • I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.

    • I can select and use appropriate strategies to plan and develop my writing for a challenging range of different purposes and audiences.

    • I can improve the content, structure and accuracy of my writing through critical reflection, review and editing, responding constructively to feedback.

  3. Reflecting on feedback and own performance in writing

    Assessed: In coursework (non-examination assessment, NEA)

    In Unit 3 learners use feedback to reflect on how well their plan matched the proposal, how effective their marketing and communication were, and what could be improved. They also identify their own strengths and weaknesses in researching, planning and communicating, and areas for improvement.

    Literacy: Planning and organising for different purposes, audiences and context, Proofreading, editing and improving

    Getting pupils ready

    Year 7
    After a group project on a local attraction, pupils write two sentences on what went well and one on what they would do differently next time.
    Year 8
    Pupils read peer comments on a tourism poster they made, write a paragraph on which comments they agree with and why, and redraft the poster text.
    Year 9
    Pupils write a structured reflection on a trip-planning task, with a paragraph each on research, planning and communicating, using feedback as evidence and setting a target for each.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.4.1, page 30; Unit 3, Section 3.4.2, page 30

    “use feedback to reflect on how they planned and communicated a trip”
    Progression step 3

    • I can write about my thoughts, feelings and opinions, showing empathy and respect.

    • I can reflect on, edit and redraft to improve the quality of my expression, and use a range of strategies to ensure greater clarity.

    Progression step 4

    • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

    • I can improve writing through independent review and redrafting.

    Progression step 5

    • I can write with maturity about my thoughts, feelings and opinions in increasingly challenging and contentious contexts.

    • I can improve the content, structure and accuracy of my writing through critical reflection, review and editing, responding constructively to feedback.

Good to know

Links with other qualifications

Climate graphs, places and tourism impacts overlap with GCSE Geography, persuasive marketing and budgeting overlap with GCSE Business, and the trip budget and timetable work draws on Mathematics, so KS3 departments could share one model of a costed, persuasive trip plan.

Source: WJEC Level 1/Level 2 VCSE Travel and Tourism specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).