DCF Cymru Digital competence for Wales

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VCSE Travel and Tourism

VCSE Travel and Tourism asks learners to research destinations and attractions online, judge their sources, and use digital tools to build a destination fact file, a trip proposal, an itinerary, marketing materials such as a social media post or leaflet, and a feedback survey. Most of this sits in the two NEA units (80% of the qualification), which need IT, software and the internet but ban AI and allow scanned handwritten work, while the Unit 1 sector test (paper or onscreen) checks understanding of technology in the industry and of Welsh tourism data. The single biggest thing KS3 should build is purposeful digital publishing for an audience: researching from reliable sources, then designing clear, persuasive documents with maps, photos and charts.

Awarding body
WJEC
Level
Level 1 and Level 2
First taught
September 2027
Amount of digital 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

The digital skills in this qualification

  1. Researching destinations online and judging sources

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

    Learners research a destination for the Unit 2 fact file and attractions and facilities in Wales for the Unit 3 trip, using websites such as Visit Wales, travel blogs, promotional videos and social media posts. They must select appropriate sources and compare them for accuracy and relevance.

    DCF: Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils search for three facts about a Welsh attraction such as Caernarfon Castle, adjusting their keywords when the first search gives poor results, and bookmark the two most useful pages.
    Year 8
    Pupils compare the Visit Wales page and a personal travel blog about Pembrokeshire, and rate each for who wrote it, when, and why, before choosing which facts to trust.
    Year 9
    Pupils research a destination using official sites, a review site and a short promotional video, recording in a table how accurate and relevant each source is and which one they would leave out.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Section 2.4.1, page 24; Unit 3, Section 3.1.2, page 26

    “comparing sources for accuracy and relevance”
    Progression step 3

    • I can adjust keywords and search techniques to find relevant information.

    • I can begin to reference sources used in my work, and consider if content is reliable.

    Progression step 4

    • I can search a variety of sources using relevant search techniques with increased complexity.

    • I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.

    Progression step 5

    • I can search efficiently for information for my digital work and evaluate the reliability of sources of information, justifying opinions and reasons for choices, and I can reference work using appropriate methods.

    • I can consider the benefits and limitations of digital tools and information sources and of the results I produce and use these results to inform future judgements about the quality of my digital work.

  2. Keeping track of research and referencing it, without AI

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

    Both NEA units have a research phase, and the assessment pack sets out the research approach and how learners reference sources. The use of AI is not permitted in Unit 2 or Unit 3, so learners must show their work is their own.

    DCF: Digital rights, licensing and ownership, Sourcing, searching and planning digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    While making a fact sheet about a Welsh beach, pupils add the web address and date viewed under every fact or photo they borrow, and discuss why copying text is plagiarism.
    Year 8
    Pupils keep a short research log in OneNote for a project on a UK city, noting each source, what they took from it and whether they reworded it in their own words.
    Year 9
    Pupils complete a timed research task on a destination, keep a reference list in a set format, and discuss why AI tools are banned in some assessed work and what counts as their own work.
    Show the specification wording and the DCF statements

    Where it is in the specification: Section 3.3, page 33; Unit 2, Resources required for assessment, page 20; Unit 3, Resources required for assessment, page 25

    “information about the research phase including research approach and referencing, can be found in the assessment pack”
    Progression step 3

    • I can understand that copying the work of others and presenting it as my own is plagiarism.

    • I can cite sources when researching and explain the importance of this, e.g. create simple lists for the referencing of digital and offline sources.

    Progression step 4

    • I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.

    • I can understand copyright and can explain the legal and ethical dimensions of respecting creative work, e.g. exploring the ethical and legal ramifications of piracy and plagiarism and know that they are irresponsible and disrespectful, and I can apply my understanding of the rules and regulations to different scenarios.

    Progression step 5

    • I can refer appropriately to sources of information used in my digital work.

    • I can understand individuals' rights and responsibilities as creators and consumers of content, and I can think critically and make ethical decisions about the use of creative works in relation to fair use and reference using formal citation conventions, e.g. Harvard and Oxford.

  3. Using digital tools to build a destination fact file for an audience

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

    In Unit 2 learners produce a fact file on a destination chosen from a country set in the brief, using presentation, desktop publishing, word processing or other software. They must present accurate information, including maps and climate data, and consider design, persuasive language and tailoring to the audience.

    DCF: Creating digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils make a one-page fact sheet in Word about a Welsh town, with a heading, a cropped photo, a map screenshot and three short facts, and format the text so it is easy to read.
    Year 8
    Pupils build a three-slide PowerPoint about a European city aimed at families, choosing fonts, colours and images to suit that audience, and explain two of their design choices.
    Year 9
    Pupils produce a two-page fact file in Publisher or Word on a destination of their choice for a named tourist group, including a map, a climate graph and persuasive text, and justify why the layout suits that group.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Sections 2.4.1 to 2.4.3, page 24; Section 3.2, Unit 2 overview, page 32

    “word processing or other relevant software and platforms) to present information on a destination”
    Progression step 3

    • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

      • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
      • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

    • I can use software tools to enhance the outcomes for specific audiences.

    Progression step 4

    • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

      • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
      • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

    • I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.

    Progression step 5

    • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

    • I can justify reasoning to critical audiences in terms of layout and content of my digital work.

  4. Creating marketing materials such as social media posts, posters and leaflets

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

    In Unit 3 learners create marketing materials to promote their trip, choosing a method that suits the visitor group, such as a social media post, a poster, a leaflet or online media. The material must be engaging and include key information such as date, time, location and purpose.

    DCF: Creating digital content, Health and well-being, Digital rights, licensing and ownership

    Getting pupils ready

    Year 7
    Pupils look at three real tourism adverts for Welsh attractions, label the features designed to catch their eye, then make a simple poster for a school trip with the date, time and place.
    Year 8
    Pupils design a mock social media post on paper or in PowerPoint to promote a local event such as an Eisteddfod, using only images they have taken or are allowed to use.
    Year 9
    Pupils create a leaflet and a mock email for the same day trip aimed at two different groups, such as older visitors and young families, and explain how and why they changed each version.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 3, Section 3.3.1, page 29

    “a social media post, a poster, a leaflet, online media marketing (website/emails)”
    Progression step 3

    • I can use software tools to enhance the outcomes for specific audiences.

    • I can identify marketing elements designed to draw my attention.

    Progression step 4

    • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

      • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
      • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

    • I can act responsibly as creator and user of creative work, e.g. exploring decisions that creators make when exercising their creative rights and responsibilities, giving consideration to ethical, real-life issues.

    Progression step 5

    • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

    • I can understand individuals' rights and responsibilities as creators and consumers of content, and I can think critically and make ethical decisions about the use of creative works in relation to fair use and reference using formal citation conventions, e.g. Harvard and Oxford.

  5. Producing a trip proposal and itinerary with maps, photos and charts

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

    Learners develop a proposal for a trip and produce an itinerary that covers accommodation, activities, contact details, costing, schedule and transport. Both must use a clear structure and layout with visuals such as maps, photos and charts.

    DCF: Creating digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils type a timetable for a school day out to a local park in a Word table, with times, activities and a screenshot of the route.
    Year 8
    Pupils produce a one-day itinerary for a class visit to Cardiff in Word, using headings, a table for the schedule, a map and photos, and check it would make sense to a parent.
    Year 9
    Pupils write a short proposal for a weekend trip in Wales with sections for destination, objectives, target visitors, transport, budget and safety, adding a map, photos and a cost chart, laid out as a professional document.
    Show the specification wording and the DCF statements

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

    “visuals (such as maps, photos, charts)”
    Progression step 3

    • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

      • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
      • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

    • I can ensure my output is appropriate for specific purposes.

    Progression step 4

    • I can explore and develop a range of formal text document structures for different audiences and purposes.

    • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

      • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
      • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.
    Progression step 5

    • I can create formal text documents for a professional audience, incorporating the use of collaborative review tools into activities.

    • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

  6. Planning and costing a trip using online information and booking technology

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

    Learners plan a trip by setting aims, sequencing tasks such as booking transport and accommodation, identifying resources including budget and booking technology, and planning for contingency. The specification does not name spreadsheets, but a budget and schedule are needed in the proposal and itinerary.

    DCF: Sourcing, searching and planning digital content, Data and information literacy, Problem-solving and modelling

    Getting pupils ready

    Year 7
    Pupils use the Transport for Wales journey planner to find the train times for a trip to a nearby town and list the steps they would need to book it in order.
    Year 8
    Pupils build a simple Excel budget for a class trip with travel, entry fees and food, using SUM to find the total and the cost per pupil.
    Year 9
    Pupils plan a two-day trip, compare prices from booking websites, build a budget spreadsheet that updates when pupil numbers change, and add a back-up plan if the weather turns bad.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 3, Section 3.2.2, page 28; Unit 1, Section 1.3.2, page 18

    “identifying resources needed, for example: transport, accommodation, budget (costs), booking technology”
    Progression step 3

    • I can independently create and plan work before beginning a digital task.

    • I can use a range of spreadsheet formulae, e.g. + - / x, sum, average, max, min.

    Progression step 4

    • I can select and effectively use a variety of planning techniques.

    • I can create a simple model or self-contained algorithm.

    Progression step 5

    • I can plan my digital work effectively and with increasing complexity.

    • I can independently create and design models, and explain how they represent real-world problems, e.g. selecting and correctly using an appropriate method for illustrating a problem, such as a flowchart or spreadsheet.

  7. Creating an online survey or feedback tool and collating responses

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

    In Unit 3 learners create a feedback tool, such as a survey, questionnaire or forum, with relevant questions to gather views on their marketing materials, itinerary and communication. They then collate the responses and use the tool when presenting their trip.

    DCF: Data and information literacy, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils build a four-question Microsoft Forms survey asking classmates where they would like to go on a school trip, and read the summary chart Forms produces.
    Year 8
    Pupils design a Forms questionnaire with rating and open questions to get feedback on a poster they made, test it on another group and rewrite any unclear question.
    Year 9
    Pupils create a feedback form for a trip plan, collect responses from another class, export them to Excel and sort and chart the results to find the main points to act on.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 3, Section 3.3.3, page 29; Unit 3, Section 3.3.4, page 29

    “create a feedback tool (such as comment boxes, forums, surveys and questionnaires)”
    Progression step 3

    • I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.

    • I can invite feedback/responses from others, e.g. use 'comment' in online platforms, asking questions or adding suggestions.

    Progression step 4

    • I can create a data capture form, capture data, search data and create a database and spreadsheet with appropriate data input method.

    Progression step 5

    • I can use appropriate programs to produce statistical evidence based on my own collected data/identified scenario and justify reasoning.

  8. Reading and analysing tourism data and climate information

    Assessed: In the exam and in coursework (NEA)

    For the Unit 1 sector test learners identify patterns and trends, extract information and make calculations from data on Welsh tourism, such as job creation, visitor numbers and visitor spending. In Unit 2 they interpret climate graphs and present climate data for their destination.

    DCF: Data and information literacy

    Getting pupils ready

    Year 7
    Pupils enter monthly temperature and rainfall figures for a Welsh seaside town into Excel and make a chart, then say which month would be best for a beach holiday.
    Year 8
    Pupils compare climate charts for Llandudno and a Spanish resort in Excel, using AVERAGE, MAX and MIN to back up a recommendation for a summer holiday.
    Year 9
    Pupils explore a published table of visitor numbers and spending in Wales over several years, sort and chart it in Excel, and write three sentences on the trends and what might explain them.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Section 1.3.3, pages 18 and 19; Unit 2, Section 2.1.2, page 21; Unit 2, Section 2.4.1, page 24

    “identify patterns and trends in data relating to the Welsh travel and tourism industry”
    Progression step 3

    • I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.

    • I can use a range of spreadsheet formulae, e.g. + - / x, sum, average, max, min.

    Progression step 4

    • I can analyse large data sets and identify trends where appropriate.

    • I can perform analysis on simple data sets including grouping data as appropriate.

    Progression step 5

    • I can use my data to explain and add validity to conclusions and, where possible, modify conclusions and/or hypothesis.

  9. Understanding how technology is used in travel and tourism

    Assessed: In the exam

    Unit 1 covers accommodation and airport technology, digital communication including social media, mobile applications, online bookings and virtual tours. Learners must understand these uses for the sector test, which can include short answers on industry scenarios.

    DCF: Communication, Health and well-being, Identity, image and reputation

    Getting pupils ready

    Year 7
    Pupils take a free online virtual tour of a museum such as Amgueddfa Cymru and list what the tour does well and what a real visit would add.
    Year 8
    Pupils compare booking a cinema or attraction ticket online, by app and by phone, and discuss the benefits and risks of each, including what personal data is asked for.
    Year 9
    Pupils investigate how a Welsh attraction uses its app, website, social media and online reviews, then judge which is most useful to visitors and what data the attraction collects.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Section 1.1.3, page 15

    “digital communication including social media”
    Progression step 3

    • I can show an understanding of the advantages and disadvantages of different forms of communication and when it is appropriate to use each, e.g. explain when video conferencing may be more appropriate than e-mail, and vice versa; explain the pros and cons of using instant messaging in social contexts; talk about purpose and audience.

    • I can identify the wider positive and negative influences of technology, e.g. on my life, on society, on the environment.

    Progression step 4

    • I can select and use different online communication tools for specific purposes with higher levels of competence, e.g. set up and manage an address book, organise contacts, use advanced features of e-mail provider (signature, auto reply, read receipt, widgets).

    • I can make informed choices while making online choices, including making in-app purchases and clicking on adverts.

    Progression step 5

    • I can make use of and reflect on available online communication services for specific purposes, justifying selections made based on their appropriateness for delivery of information.

    • I can recognise the risks and the uses of data/services on personal devices, within the terms and conditions of a range of software and web services, and identify how organisations become data compliant when using multi-national products.

Good to know

Links with other qualifications

Researching places, reading climate graphs and judging the impacts of tourism overlap closely with GCSE Geography, while marketing materials, feedback surveys and budgets mirror the research and promotion work in GCSE Business, so a shared KS3 routine of reliable online research followed by a designed Word or Publisher product would serve all three.

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).