Unit of Work #2

Would you make it as a… Travel Agent?

Student Name:

Learning Outcomes to be assessed: Reading and Writing for Practical Purposes Oracy for Practical Purposes

Week 1: Day 1 at your new job

Lesson Focus: Students will gain an understanding of the role of a travel agent. Students will also create their own business cards for their new role.

Success Criteria:

I can get my knowledge ready about being a travel agent.I can watch travel videos.I can create a business card.

Task 1: Getting your Knowledge Ready

You have been employed as a travel agent at ‘Extraordinary Travel’ and before you can meet your first client there is some preparation work that needs to be done.

Firstly, you have your induction. Answer the following questions:

a) What is the role of a travel agent?

b) How many travel agencies can you name in Shepparton?

c) What are the pros and cons of being a travel agent?

Pros: Cons:

d) Have you or your family booked with a travel agent in the past?

e) Name 3 skills you need to have to be a travel agent.

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Task 2: Travelling

Watch the selected travel videos to gain an understanding of the types of places you can visit around the world and the activities you can do.

Task 3: Create a Business Card

Your task is to create a business card for your new role as travel agent at ‘Extraordinary Trave’. Use the space below to create a draft and then use a computer to create a good copy.

FRONT

BACK

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Task 4: Review

3 roles of a travel agent are …

3 skills you need to have to be a travel agent are …

The TV show Getaway shows the audience …

I designed my business card the way I did because …

I did/did not enjoy this task because …

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Week 2: Client Brief/Minutes

Lesson Focus: Students will gain an understanding of how to write minutes of a meeting.

Success Criteria:

I listen to my client’s needs and wants for their holiday.I can write minutes from a meeting with my client.

Task 1: A meeting with your client

Listen to the four different clients and find out what they want for their holiday. Whilst you are listening you are expected to take notes.

Use the template on the next page to create a draft client brief. Once your draft is complete, create a formal and final copy using Word on the computer

3 Friends = Daisy, Poppy & Rose.

Newlyweds = Harry & Harriet

Friends = Peter, Paul & Polly

The Parker family

Bill and June Brown

Alex and Zoe Penny

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Client Brief Template

Date:

Name of Client:

Contact Details:

Destination:

Date of travel:

Budget:

Number of people:

Airline requests:

Accommodation requests:

Land transport:

Activity & tour requests:

Other:

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Weeks 3 & 4: Visual Itinerary

Lesson Focus: Students will investigate different travel resources and create a visual itinerary for their chosen client.

Success Criteria:

I can research different travel websites and booklets.I can create a poster or pamphlet showing an itinerary and bookings for my client.I can review my knowledge, understanding and skills.

Task 1: Create poster or pamphlet that shows your client their itinerary, bookings and costs for their holiday.

The following is list of what you must include.

What to include Tick

Flights

Accommodation

Itinerary of each day – include rest &

free days.

Meals included

Costs

Optional extras

What to pack

Images

Maps

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Resources:

Skyscanner.net Expedia.comHotelscombined.com contikitours.comTrivago.com intreped.comFlightcentre.com.auLonelyplanet.com

Task 2: Review

3 places I researched that I found interesting are …

2 challenges I faced were …

1 skills I used and improved is …

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Week 5: Invoice

Lesson Focus: Students will gain an understanding and the skill of how to write up an invoice.

Success Criteria:I can type up an invoice for my client.

Task 1: Use the invoice template to type up an invoice for your client.

Date:Reference Number:Due Date:

INVOICE

Item Description Total$

TotalPayment details and commentsAccount name:BSB:Account Number:

Company NameAddressPhoneEmailABN

Client NameAddressPhoneEmail

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Week 6: Presentation

You must present your final pieces of work in lapbook style. Then to the class you must verbally outline your client is and how you have met your client’s needs and wants for their holiday.

Week 6: Review & Reflect

4 things I learnt from this study …

4 interesting facts …

3 questions I have …

2 things I found challenging were …

1 skill I used was…

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Checklist

Tick Task and/or ActivityGetting Knowledge Ready

Business Card

Client Brief/Minutes

Visual Itinerary- poster or pamphlet

Invoice

Lapbook

Oral Presentation

Reflection

Additional comments:

Submitted on:………………………………………………………..

Student signature:……………………………………….…………

Shepparton High School VCAL LiteracyWriting for Practical Purposes

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Criteria Unsatisfactory Foundation Intermediate Senior

Writing ProcessI began my writing task however this was not completed and/or submitted.

With much teacher and peer assistance and guidance I can use the processes of planning, drafting and editing to produce written texts.

I can use the processes of planning, drafting and editing to produce written texts. Some teacher assistance required.

I can independently use the processes of planning, drafting and editing to produce written texts. I can seek feedback and act upon this.

Purpose & StructureI can sequence some pieces of information together, however my task was incomplete.

With much teacher and peer assistance I can use appropriate language and tone and sequence and structure my information to suit purpose.

I can use appropriate language and tone and sequence and structure my information to suit purpose.

I can use language and tone appropriate to text purpose and audience and organise my information logically to suit this purpose.

Complexity & Mechanics

I presented limited information with many spelling, punctuation and grammatical errors.

With much teacher and peer assistance I can present my information together with some accuracy including my spelling, punctuation and grammar.

I can present several separate pieces of information together with reasonably accuracy including my spelling, punctuation and grammar.

I can present information accurately, clearly and concisely without spelling, punctuation and grammar errors.

Reading for Practical Purposes

Criteria Unsatisfactory Foundation Intermediate Senior

Purpose I can not identify the purpose of the text.

I can identify a basic purpose of the text.

I can identify the purpose of the text including any inferred purpose.

Independently I can identify the purpose of the text including any inferred purpose and the means used to achieve purpose.

Comprehension I can state limited points from the texts.

With much teacher and peer assistance I can identify the main ideas or points of the text.

With some assistance I can identify the main ideas and key procedures. Identify the means used by the author to achieve the purpose of the text.

I can identify the key instructions and/or information from the text. I can also identify (if any) misleading information in the text.

Apply & Critique I started to compare and contrast texts.

With much teacher and peer assistance I can compare and contrast text and give my opinion.

With some assistance I can compare or contrast texts and conclude my own opinion.

I can compare and contrast texts and present my own opinion on content and effectiveness.

Oracy for Practical Purposes

Criteria Unsatisfactory Foundation Intermediate Senior

PresentationI began planning my presentation however I did not present to the class.

I can give some verbal instructions, however more practice of presentation needed.

I can give verbal instructions in several steps. It is evident that I have some what practiced my presentation.

I can give complex verbal instructions, including difficulties to be avoided, when explaining a procedure to others. It is evident that I have practiced my presentation.

Purpose & Sequence

I began sequencing my presentation.

With much assistance I can use appropriate language and tone and structure my presentation with some accuracy.

I can use appropriate language and tone and sequence and structure my information to suit purpose.

I can use language and tone appropriate to text purpose and audience and organise my information logically to suit this purpose.

CritiqueI made no comment on another student's presentation.

I can make a comment about another student's presentation.

I can comment on the content and effectiveness of oral instructions and transactions.

I can evaluate the content and effectiveness of a complex spoken transaction.

Final Assessment: Not Yet Competent Competent

Teacher Feedback:

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