Changing Trends in UK Tourism and the Need to Develop Sustainable Tourism — WJEC-CBAC Other Life Skills Qualification Foundations for Learning Revision

    This subtopic explores the dynamic nature of UK tourism, focusing on its key features such as popular destinations, visitor motivations, and economic impac

    Topic Synopsis

    This subtopic explores the dynamic nature of UK tourism, focusing on its key features such as popular destinations, visitor motivations, and economic impact, while examining recent shifts like the rise of staycations, digital transformation, and growing environmental awareness. It equips learners to understand why these changes are occurring and emphasizes the critical need to adopt sustainable practices to preserve natural and cultural resources for future generations, linking theory to practical actions in the tourism industry.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Changing Trends in UK Tourism and the Need to Develop Sustainable Tourism

    WJEC-CBAC
    vocational

    This subtopic introduces learners to the concept of tourism and its key features, focusing on the changing patterns of UK tourism. It explores the shift from traditional holidays to more diverse and environmentally conscious travel, and highlights the urgent need for sustainable practices to protect cultural and natural resources for future generations.

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    Learning Outcomes
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    Assessment Guidance
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    Key Skills
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    Key Terms
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    Assessment Criteria

    Assessment criteria

    WJEC Entry Level Award In Humanities (Entry 2)
    WJEC Entry Level Award In Humanities (Entry 3)
    WJEC Entry Level Diploma In Humanities (Entry 3)
    WJEC Entry Level Diploma In Humanities (Entry 2)
    WJEC Entry Level Certificate In Humanities (Entry 3)
    WJEC Entry Level Certificate In Humanities (Entry 2)

    Topic Overview

    The WJEC Entry Level Diploma in Humanities (Entry 3) is a vocationally-related qualification designed to introduce students to key themes in humanities, including history, geography, and religious studies. It forms part of the Foundations for Learning framework, which aims to develop essential skills and knowledge for further study or employment. This diploma helps students explore how human societies have evolved, how people interact with their environment, and how beliefs and values shape communities. By studying this qualification, students gain a broad understanding of the world around them, preparing them for more advanced studies or vocational pathways.

    The qualification is structured around practical and engaging topics, such as local history, world religions, and environmental awareness. Students learn to investigate sources, compare different perspectives, and communicate their findings clearly. This diploma is particularly valuable because it builds foundational skills in critical thinking, research, and communication, which are essential for success in both academic and workplace settings. It also encourages students to appreciate diversity and develop empathy by examining different cultures and historical events.

    Within the broader WJEC-CBAC Vocationally-Related Qualifications, this diploma sits alongside other Entry Level qualifications that provide stepping stones to GCSEs or vocational courses. It is ideal for students who prefer a more hands-on, context-based approach to learning. The qualification is assessed through portfolio work and practical tasks, allowing students to demonstrate their understanding in a supportive environment. By completing this diploma, students not only gain knowledge about humanities but also build confidence in their ability to learn and apply new concepts.

    Key Concepts

    Core ideas you must understand for this topic

    • →Chronology and change over time: Understanding how events are ordered and how societies develop, using timelines and historical periods.
    • →Cultural diversity and beliefs: Exploring different religions, traditions, and worldviews, and how they influence people's lives.
    • →Human and physical geography: Distinguishing between natural features (e.g., rivers, mountains) and human-made environments (e.g., cities, farms).
    • →Sources and evidence: Using primary and secondary sources (e.g., photographs, artefacts, interviews) to learn about the past and present.
    • →Cause and consequence: Identifying reasons why events happen and their effects on people and places.

    Learning Objectives

    What you need to know and understand

    • Identify key features of tourism in the UK
    • Describe recent changes in UK tourism trends
    • Explain why sustainable tourism is important
    • Give examples of sustainable tourism practices
    • Recognise the impact of tourism on local environments
    • Identify key features of the UK tourism industry.
    • Describe how tourist destinations and activities have changed over time.
    • Explain reasons why tourism trends are changing in the UK.
    • Discuss the negative environmental effects of mass tourism.
    • Outline the principles of sustainable tourism development.
    • Evaluate the need for sustainable practices in popular UK destinations.
    • This unit aims to enable learners to know the features of tourism, how and why tourism is changing and the need to make tourism more sustainable.
    • This unit aims to enable learners to know the features of tourism, how and why tourism is changing and the need to make tourism more sustainable.
    • Identify key features of tourism in the UK context.
    • Outline the main reasons why tourism trends change over time.
    • Describe the concept of sustainable tourism and its core principles.
    • Explain how tourism can be made more sustainable using practical examples.
    • Recognise the impacts of mass tourism on local communities and environments.
    • Identify the main features of tourism in the UK.
    • Describe how tourism in the UK has changed over recent decades.
    • Explain at least one reason why tourism is changing.
    • List ways in which tourism can be made more sustainable.
    • Recognise the importance of sustainable practices for future tourism.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for correctly listing at least two features of tourism (e.g., travel, accommodation, attractions)
    • Correct identification of a change in UK tourism (e.g., increase in eco-tourism) merits credit
    • Evidence of understanding that sustainable tourism helps protect the environment
    • Demonstration of knowledge of at least one sustainable practice (e.g., recycling, using public transport)
    • Award credit for correctly naming at least two features of tourism (e.g., accommodation, attractions, transport).
    • Look for evidence that the learner can describe a past and current UK tourism trend (e.g., rise of eco-tourism, decline of traditional seaside resorts).
    • Expect the learner to give a reason for changing tourism trends (e.g., cheaper air travel, social media influence).
    • Credit demonstration of understanding that tourism can damage the environment (e.g., litter, erosion, carbon emissions).
    • Must show awareness of what sustainable tourism means (e.g., protecting nature, supporting local communities, ensuring long-term viability).
    • Award credit for identifying and describing at least two distinct features of UK tourism, such as major attractions (e.g., heritage sites, coastal resorts) and typical visitor patterns (e.g., seasonal peaks, domestic vs international).
    • Credit for clearly explaining one specific changing trend (e.g., the increase in ‘staycations’) and providing a valid reason for this change (e.g., economic factors, environmental concerns).
    • Credit for demonstrating a practical understanding of sustainable tourism by outlining at least one eco-friendly initiative (e.g., reducing single-use plastics, supporting local businesses) and justifying its importance.
    • Credit for linking the concept of sustainability directly to the long-term viability of UK tourism, showing awareness of potential consequences if trends are ignored.
    • Award credit for accurately identifying at least two key changes in UK tourism patterns (e.g., decline of domestic seaside resorts, rise of budget air travel).
    • Credit should be given for providing a clear reason why a specific change has occurred, such as technology enabling online booking.
    • Learners should demonstrate understanding of sustainability by suggesting one practical initiative (e.g., promoting local produce in hotels) and giving a basic reason why it helps.
    • Look for use of appropriate terminology like 'eco-tourism', 'carbon footprint', or 'cultural heritage' in context.
    • Award credit for correctly listing at least three features of tourism (e.g., leisure travel, day trips, international visitors).
    • Accept clear identification of one or more drivers of change (e.g., economic shifts, new technology, social attitudes).
    • Credit any accurate explanation of a sustainable tourism practice, such as reducing carbon footprint or supporting local businesses.
    • Expect learners to provide a UK-based example when describing tourism trends or sustainable initiatives.
    • Award credit for correctly naming at least three features of UK tourism (e.g., types of attraction, accommodation, transportation).
    • Credit for describing a change in UK tourism, such as the rise of staycations or online booking.
    • Marks for explaining a reason behind a change, e.g., increased environmental awareness or economic factors.
    • Credit for listing two or more sustainable tourism practices, like recycling, using public transport, or supporting local businesses.
    • Marks for showing understanding that unsustainable tourism can damage the environment and culture.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Read questions carefully to identify command words: 'identify' means list, 'describe' means add detail
    • 💡Use real UK examples like staycations in Cornwall or eco-lodges in Wales to support answers
    • 💡Link sustainable tourism to protecting places you know, such as local parks or beaches
    • 💡Use real UK examples to support your answers, like specific coastal resorts or national parks.
    • 💡When explaining changes in tourism, link to clear causes such as technology, cost, or environmental awareness.
    • 💡In questions on sustainability, always mention three aspects: environmental, social, and economic.
    • 💡Learn key terms and definitions, as these are often worth marks in shorter questions.
    • 💡Always use concrete UK examples to support your points—for instance, mention specific locations like the Lake District or popular staycation trends in coastal towns to demonstrate contextual knowledge.
    • 💡Structure written answers to explicitly show cause and effect: identify a trend, explain why it’s happening, and then link it to a sustainability need or solution.
    • 💡For coursework or practical assessments, include a simple, well-justified plan for a sustainable trip, detailing choices from transport to activities and explaining how each reduces negative impact.
    • 💡Incorporate key terminology from the specification accurately, such as ‘sustainable tourism’, ‘ecotourism’, and ‘visitor management’, to meet command words and show subject literacy.
    • 💡Use specific UK locations (like Blackpool, the Lake District, or London) to illustrate trends and sustainability efforts.
    • 💡When explaining changes, use simple 'because' statements to show clear cause and effect.
    • 💡Remember the three parts of sustainability: environment, society, and economy, and try to mention each if relevant.
    • 💡Keep answers focused on the question; for example, if asked about a change in tourism, describe the change first, then give a reason.
    • 💡Always support your answers with concrete UK examples, such as the shift from traditional seaside holidays to city breaks, or a local eco-friendly hotel initiative.
    • 💡When discussing sustainability, remember to mention the three pillars: environmental protection, social benefits, and economic viability—don’t just focus on one aspect.
    • 💡For trend questions, structure your response around clear cause-and-effect reasoning (e.g., ‘Because of budget airlines, more people can afford short breaks, leading to…’).
    • 💡Use simple, clear language and give concrete examples from UK tourism, such as the Lake District or London.
    • 💡To get higher marks, explain why a change has happened, not just what the change is.
    • 💡When discussing sustainability, mention the three pillars: environmental, social, and economic.
    • 💡Read questions carefully: if asked for ‘features’, list them; if asked for ‘reasons’, explain.
    • 💡Support your answers with facts or data if you can, like rising visitor numbers to national parks.
    • 💡Use specific examples from your local area when discussing topics like history or geography. This shows you can apply your knowledge to real-world contexts and will impress examiners.
    • 💡When answering questions about sources, always comment on the reliability and usefulness of the source. Don't just describe what it shows – explain why it matters.
    • 💡For portfolio tasks, organise your work clearly with headings and dates. Make sure you explain your thinking process, not just the final answer, to demonstrate your understanding.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing tourism with just holidays, not recognising it includes business and visiting friends
    • Assuming all tourism is harmful, without recognising sustainable approaches
    • Failing to give specific examples when describing changes in UK tourism
    • Confusing sustainable tourism with just eco-friendly or green practices, missing social and economic dimensions.
    • Believing that tourism always benefits the local economy without recognising potential negative effects like overcrowding and price rises.
    • Assuming that all UK tourism is declining, rather than shifting to new types or destinations.
    • Providing vague answers without specific UK examples (e.g., naming a destination but not how it changed).
    • Confusing sustainable tourism solely with environmental protection, neglecting the equally important social and economic pillars of sustainability.
    • Assuming tourism trends only relate to destination choices, overlooking shifts in booking methods, accommodation types, or transport modes.
    • Failing to establish a clear connection between changing trends and the urgency for sustainable development, treating them as separate topics.
    • Misinterpreting ‘sustainable’ as merely ‘green’ or ‘eco-friendly’ without considering the broader context of community well-being and economic resilience.
    • Believing that sustainable tourism only means 'green' or environmental actions, ignoring social and economic sustainability.
    • Assuming that a decline in traditional holidays means people no longer take holidays, rather than a shift to different types of breaks.
    • Confusing cause and effect, e.g., stating that more tourists cause better transport links, when it might be the reverse.
    • Failing to connect personal experiences to broader trends, leading to vague or unsupported claims.
    • Confusing sustainable tourism with ecotourism, assuming they are exactly the same concept.
    • Overlooking the multifaceted nature of tourism change, focusing solely on one factor like cost without considering social or technological influences.
    • Failing to distinguish between different types of tourism, such as domestic versus international, or mass tourism versus niche tourism.
    • Confusing tourism with immigration or permanent relocation.
    • Stating that tourism is new rather than recognising its long history.
    • Listing unsustainable practices as sustainable (e.g., building large hotels without regard for the environment).
    • Failing to give specific UK examples when describing changes.
    • Thinking sustainable tourism only means protecting nature, ignoring cultural and economic aspects.
    • Misconception: History is just a list of dates and facts. Correction: History involves interpreting evidence and understanding different perspectives, not just memorising dates.
    • Misconception: Geography only involves maps and capitals. Correction: Geography also includes studying how people interact with their environment, such as climate change and urbanisation.
    • Misconception: All religions are the same. Correction: While some religions share similarities, each has unique beliefs, practices, and histories that must be understood in their own context.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic literacy and numeracy skills at Entry 2 level or equivalent.
    • •Familiarity with simple research skills, such as finding information from books or websites.
    • •An interest in exploring different cultures, places, and historical events.

    Key Terminology

    Essential terms to know

    • Features of tourism
    • Changing UK travel trends
    • Rise of staycations
    • Environmental impact
    • Sustainable tourism principles
    • Defining tourism and its features
    • Historical changes in UK tourism
    • Factors driving tourism trends
    • Environmental impact of tourism
    • Principles of sustainable tourism
    • This unit aims to enable learners to know the features of tourism, how and why tourism is changing and the need to make tourism more sustainable.
    • This unit aims to enable learners to know the features of tourism, how and why tourism is changing and the need to make tourism more sustainable.
    • Features of tourism
    • Drivers of tourism change
    • Sustainable tourism principles
    • Environmental impacts of tourism
    • UK tourism trends
    • Balancing tourism and conservation
    • Features of tourism
    • Changing UK travel patterns
    • Sustainable tourism principles
    • Environmental impact of tourism
    • Responsible tourist behaviour

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