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

Skills that use Data and information literacy

  1. 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.

  2. 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.

  3. 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.

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).