Syllabus Travel & Tourism Igcse
Syllabus Travel & Tourism Igcse
Syllabus Travel & Tourism Igcse
Cambridge IGCSE™
Travel & Tourism
0471
For examination in June and November 2020, 2021 and 2022.
Any textbooks endorsed to support the syllabus for examination from 2014 are still suitable for
use with this syllabus.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is
the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the
University of Cambridge.
UCLES retains the copyright on all its publications. Registered centres are permitted to copy material from this booklet for
their own internal use. However, we cannot give permission to centres to photocopy any material that is acknowledged to a
third party even for internal use within a centre.
Contents
1. Introduction..................................................................................................................... 2
1.1 Why choose Cambridge International?
1.2 Why choose Cambridge IGCSE?
1.3 Why choose Cambridge IGCSE Travel & Tourism?
1.4 Cambridge ICE (International Certificate of Education)
1.5 How can I find out more?
2. Teacher support............................................................................................................... 5
2.1 Support materials
2.2 Endorsed resources
2.3 Training
3. Assessment at a glance.................................................................................................. 6
5. Syllabus content............................................................................................................ 11
Unit 1: The travel and tourism industry
Unit 2: Features of worldwide destinations
Unit 3: Customer care and working procedures
Unit 4: Travel and tourism products and services
Unit 5: Marketing and promotion
Unit 6: The marketing and promotion of visitor services
6. Coursework investigation.............................................................................................. 21
6.1 Introduction
6.2 Choosing an investigation
6.3 Collecting the evidence
6.4 Preparing the report
7. Assessment of coursework........................................................................................... 25
7.1 Coursework assessment criteria
7.2 Moderation
7.3 Resubmission of coursework and carrying forward of internally assessed marks
8. Other information.......................................................................................................... 32
Introduction
1. Introduction
Our international qualifications are recognised by the world’s best universities and employers, giving
students a wide range of options in their education and career. As a not-for-profit organisation, we devote
our resources to delivering high-quality educational programmes that can unlock learners’ potential.
Our programmes and qualifications set the global standard for international education. They are created
by subject experts, rooted in academic rigour and reflect the latest educational research. They provide a
strong platform for students to progress from one stage to the next, and are well supported by teaching and
learning resources.
Every year, nearly a million Cambridge learners from 10 000 schools in 160 countries prepare for their future
with an international education from Cambridge International.
Cambridge learners
Our mission is to provide educational benefit through provision of international programmes and
qualifications for school education and to be the world leader in this field. Together with schools, we
develop Cambridge learners who are:
• confident in working with information and ideas – their own and those of others
• responsible for themselves, responsive to and respectful of others
• reflective as learners, developing their ability to learn
• innovative and equipped for new and future challenges
• engaged intellectually and socially, ready to make a difference.
Recognition
Cambridge IGCSE is recognised by leading universities and employers worldwide, and is an international
passport to progression and success. It provides a solid foundation for moving on to higher level studies.
UK NARIC, the national agency in the UK for the recognition and comparison of international qualifications
and skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be
comparable to the standard of GCSE in the UK. This means students can be confident that their Cambridge
IGCSE qualifications are accepted as equivalent to UK GCSEs by leading universities worldwide.
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Introduction
Our systems for managing the provision of international qualifications and education programmes
for learners aged 5 to 19 are certified as meeting the internationally recognised standard for quality
management, ISO 9001:2008. Learn more at www.cambridgeinternational.org/ISO9001
Our aim is to balance knowledge, understanding and skills in our programmes and qualifications to enable
students to become effective learners and to provide a solid foundation for their continuing educational
journey.
Through our professional development courses and our support materials for Cambridge IGCSEs, we
provide the tools to enable teachers to prepare students to the best of their ability and work with us in the
pursuit of excellence in education.
Cambridge IGCSEs are considered to be an excellent preparation for Cambridge International AS & A Levels,
the Cambridge AICE (Advanced International Certificate of Education) Diploma, Cambridge Pre-U, and other
education programmes, such as the US Advanced Placement program and the International Baccalaureate
Diploma programme. Learn more about Cambridge IGCSEs at www.cambridgeinternational.org/igcse
The syllabus develops practical skills across a range of working roles, as well as providing a global and
local perspective on travel and tourism. Students gain an overview of the industry, and learn about popular
destinations, customer care, working procedures, travel and tourism products and services, and marketing
and promotion.
Through their studies, students will gain an understanding of the concepts, models and theories used within
the industry, and also enhance their skills of investigation, analysis, interpretation and evaluation.
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Introduction
Prior learning
Candidates beginning this course are not expected to have studied travel and tourism previously.
Progression
Cambridge IGCSE Certificates are general qualifications that enable candidates to progress either directly to
employment, or to proceed to further qualifications.
Candidates who are awarded grades C to A* in Cambridge IGCSE Travel & Tourism are well prepared to
follow courses leading to Cambridge International AS & A Level Travel & Tourism, or the equivalent.
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Teacher support
2. Teacher support
For teachers at registered Cambridge schools a range of additional support materials for specific
syllabuses is available from the School Support Hub. Go to www.cambridgeinternational.org/support
(username and password required). If you do not have access, speak to the Teacher Support coordinator at
your school.
We have resource lists which can be filtered to show all resources, or just those which are endorsed by
Cambridge International. The resource lists include further suggestions for resources to support teaching.
See www.cambridgeinternational.org/i-want-to/resource-centre for further information.
2.3 Training
We offer a range of support activities for teachers to ensure they have the relevant knowledge and skills to
deliver our qualifications. See www.cambridgeinternational.org/events for further information.
Cambridge IGCSE Travel & Tourism 0471. Syllabus for examination in 2020, 2021 and 2022. 5
Assessment at a glance
3. Assessment at a glance
Candidates take:
Paper 1 2 hours
Core Paper
Short answer question paper
(60% of total marks) 100 marks
Availability
This syllabus is examined in the June and November examination series.
Centres in the UK that receive government funding are advised to consult the Cambridge website
www.cambridgeinternational.org for the latest information before beginning to teach this syllabus.
Please note that Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the
same level.
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Syllabus aims and assessment objectives
The syllabus develops a clear understanding of the relationship between the theory and practice of working
in travel and tourism. Candidates are encouraged to develop an understanding of tourist industry operations
and problems, and competence in identifying procedures and solutions, by using best practice from
industry, established business techniques and information systems. Through investigation, candidates apply
their knowledge and skills in a detailed study of a particular aspect of the travel and tourism industry.
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Syllabus aims and assessment objectives
AO1 K
nowledge with 40 40 40 40
understanding
AO2 Investigation 35 35 35 35
and analysis of
evidence
AO3 Interpretation 25 25 25 25
and evaluation
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Syllabus aims and assessment objectives
Grade C
To achieve a Grade C, a candidate will be able to:
• Recall, select and present relevant factual information and communicate ideas and opinions in a mostly
accurate and logical manner
• Demonstrate sound use of travel and tourism industry terminology, including commonly used
definitions, concepts, models and patterns, although with some omissions
• Use knowledge and understanding to select some relevant examples, to recognise some patterns and
to attempt analysis of some evidence
• Present valid explanations for phenomena, patterns and relationships
• Understand some implications and draw some valid inferences from data and source materials
• Discuss and evaluate some choices, and attempt reasoned decisions, recommendations and
judgements
• Draw sound conclusions by a consideration of some of the evidence
Grade F
To achieve a Grade F, a candidate will be able to:
• Recall, select and present some factual information and communicate ideas and opinions with some
accuracy and structure
• Demonstrate some use of travel and tourism industry terminology, including commonly used definitions,
concepts, models and patterns, although with significant omissions
• Use knowledge and understanding to select some examples, to recognise some patterns and to attempt
limited analysis of evidence
• Present limited explanations for phenomena, patterns and relationships
• Understand some implications and draw some inferences from data and source materials
• Discuss or evaluate a limited number of choices, and attempt decisions, recommendations and
judgements which may not always be fully appropriate
• Draw limited conclusions by a superficial consideration of some of the evidence
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Syllabus aims and assessment objectives
Candidates take:
Paper 1 2 hours
This question paper has four scenario-based questions which require candidates to provide short
answers.
The scenarios are set in an international travel and tourism environment, although some provision is
made for candidates to refer to local examples.
(60% of total marks)
*The time devoted to the preparation and completion of Coursework should be approximately in proportion
to its mark allocation, i.e. about 40 per cent.
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Syllabus content
5. Syllabus content
The syllabus content is organised into six study units. These are used to explore the background to the
travel and tourism industry and more specific areas.
1.2 Investigate the social, cultural, economic and environmental impact of travel and tourism
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Syllabus content
1.3 Identify the role of national governments in forming tourism policy and promotion
1.4 Investigate the patterns of demand for international travel and tourism
(a) Patterns of demand for international tourism; historic trends of international tourism, volume and
value
(b) Major tourism generators and receiving countries in the world, including current trends
2.4 Identify and describe the features which attract tourists to a particular destination
(a) Features of location (climate, location, cultural, religious, etc.) identified and described, using
reference sources
(b) Reasons why certain tourists (e.g. disabled, young people, families, business visitors) might be
attracted to a location
(c) Influence of physical features on the opportunities and constraints for the development of
tourism, e.g. mountains and hills, coasts and inland waterways
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Syllabus content
3.2 Identify the essential personal skills required when working in the travel and tourism
industry
(a) Awareness of the need for essential personal and interpersonal skills in particular job roles
(b) Importance of personal presentation, clear speech, numeracy and literacy skills
(c) Awareness of applications of technology:
• computerised reservation systems
• other information technologies, such as: telephone, telex, video text, facsimile, Internet
3.3 Follow basic procedures when handling customer enquiries, making reservations and
payments
(a) Customer’s requirements correctly interpreted upon receipt of an enquiry (in person, in writing, by
telephone/fax/email)
(b) Simple reservation file prepared following set procedures, including use of diary for further action
required
(c) Simple receipt issued and payments recorded
(a) Timetables, travel brochures and tariffs used to obtain accurate information
(b) Itinerary drawn up to meet customer’s requirements
(c) Use of computerised information systems and relevant technology to obtain information
(Worldspan, Sabre, Galileo, World Wide Web)
(d) Exchange rate lists devised and used
(a) Range of promotional methods and their use identified (e.g. visual displays for shop window,
advertisements, leaflets, brochures, Internet)
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Syllabus content
(a) Inter‑relationship between travel and transport, catering and accommodation, attractions, leisure
and recreation and business facilities
(b) Components included in different tourism products (e.g. package, independent, all-inclusive
holidays)
(c) Ancillary services – guiding, currency, marketing services
4.2 Explore the roles of tour operators and travel agents in the chain of distribution
(a) Concept of infrastructure – features of the built environment (utilities, roads, telecommunications,
airports, ports), details of how they are funded, link with level of economic development
(b) Type and range of accommodation available (serviced/self-catering, hotels, guest houses, hostels,
camping, luxury, budget, etc.):
• economies of operation and scale of investment
• measures of efficient operation, e.g. occupancy rates
• classification and grading
• facilities provided for business/leisure tourists
(c) Local public transport provision and relationship with improved accessibility – express links
to airport (coach, rail, shuttle services), integrated rapid transit system or other forms of
transportation
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Syllabus content
4.4 Explore the features of worldwide transport in relation to major international routes
(a) Identify and explain why marketing and promotion are important to travel and tourism providers:
• increased sales/usage/profitability/market share/customer base
• competitive advantage
• positive organisational and product image
• customer satisfaction/brand loyalty/repeat business
(b) Describe the main marketing and promotion techniques used in travel and tourism:
Market research
• the use of primary market research techniques (such as self-completion questionnaires,
telephone surveys, face-to-face interviews, Internet surveys, postal surveys, focus groups)
and secondary market research techniques (such as internal information, e.g. sales records
and sources of external information, e.g. government reports)
• identifying customers’ needs and wants using qualitative and quantitative research data
Market analysis tools
• full situation analysis incorporating SWOT (strengths, weaknesses, opportunities and threats)
and PEST (political, economic, social and technological influences) analyses
• the development of an effective marketing mix (product, price, place and promotion)
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Syllabus content
(a) Identify the different market segments targeted by travel and tourism providers:
• geographic
• demographic
• lifestyle/psychographic
(b) Explain how specific travel and tourism products are developed to cater for the needs and
expectations of different market segments:
• products (package holidays, transport including transfers, accommodation and catering, tourist
attractions, tourist information services, excursions and additional activities)
• the relationship with market segments: type of customer (families, singles, groups, business,
leisure, independent travellers); different ages/gender; specific needs; special interest; quality/
economy/value for money, etc.
(a) Identify and explain the differences between travel and tourism products and services:
• products (tangible, homogeneous, separable, storable) identified and explained
• services (intangible, heterogeneous, inseparable, incapable of being stored, perishable)
identified and explained
(b) Investigate the development and modification of travel and tourism products and services
through:
• the use of the product life cycle (research and development, introduction, growth, maturity,
saturation and decline)
• the creation of brand image through product features, packaging, price, promotion, target
market segments and brand loyalty
• the development of a product/service mix to appeal to different market segments and the
ways in which tourism organisations develop a product portfolio
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Syllabus content
(a) Investigate a range of common pricing policies used in the travel and tourism industry:
• market penetration
• market skimming
• discount pricing
• variable pricing
• loss leader pricing
• promotional pricing/special offers
• the going rate/competitive pricing (price makers/price takers)
• prestige pricing
• price bundling
(b) Identify and explain the factors that determine pricing policies:
• fixed and variable costs
• profitability
• subsidies
• competitors
• customers’ expectations/likely number of customers
• seasonality
• economic factors (exchange rates, taxes and other levies)
(a) Investigate the factors that influence the selection of a location for travel and tourism facilities:
• costs
• availability of suitable premises/land
• character and features of area
• local and transient population
• adjacent facilities
• access/transport links
• availability of staff
(b) Identify and explain the range of distribution channels for travel and tourism products and
services:
• direct selling
• wholesalers
• retailers
• Internet
• Global Distribution Systems
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Syllabus content
(a) Explore the main methods of promotion used in the travel and tourism industry:
• advertising
• publicity/print material (brochures, leaflets, flyers)
• point of sale displays
• public relations (sponsorship, press release)
• direct marketing
• sales promotions (special offers, use of merchandising, mascots)
• personal selling
• videos/DVDs
• Internet (websites, pop-ups, e-brochures)
• electronic media including the use of mobile technology and social networks (e.g. Facebook,
Twitter, LinkedIn)
• trade promotions (trade fairs, familiarisation trips, incentives)
(b) Identify and explore the factors that are considered when producing effective promotional
materials:
• costs
• stages of the promotional campaign
• target market segments
• timing
• brand image
• AIDA (attention, interest, desire, action) in designing effective promotional materials
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Syllabus content
(a) Investigate the operation of tourism authorities and visitor information services:
• size (scale of operation)
• organisational structure (including relationship with other providers)
• sources of funding
• channels of communication
• responsibility/accountability
(b) Explore the role and function of tourist boards and tourist information centres:
• marketing and promotion
• research
• information services
• advice and consultation
• quality standards (for staff working within the industry, licensing arrangements for tourism
operators, classification of accommodation)
(a) Identify and explain why marketing and promotion are important to travel and tourism providers:
• increased sales/usage/profitability/market share/customer base
• competitive advantage
• positive organisational and product image
• customer satisfaction/brand loyalty/repeat business
(b) Identify the main marketing and promotional techniques used in travel and tourism:
• primary market research techniques (self-completion questionnaires, telephone surveys,
interviews)
• secondary market research (appropriate use of visitor surveys, local, regional and national
research)
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Syllabus content
(a) Describe and explain the composition of the marketing mix – the Four Ps:
• product
• price
• place
• promotion
(b) Product: investigate the main differences between products and services
(c) Price: simple description of the range of policies that exist
(d)
Place: investigate the factors that influence the selection of a location for travel and tourism
facilities and the distribution channels used to make travel and tourism products and services
available to customers
(e)
Promotion: explore the main ways in which tourism authorities and visitor information services
promote tourism products, services, facilities and events
(a) Explore the contribution that tourism authorities and visitor information services make towards
the leisure travel market:
• development of packages for the leisure market
• exploitation and support of special events, festivals and attractions
• development of calendar of events
(a) Explore the contribution the tourism authorities and visitor information services make towards the
business travel market:
• development of packages for the business tourism market (meetings, incentives, conferences
and exhibitions)
• national, regional and local conferences, trade fairs and exhibitions
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Coursework investigation
6. Coursework investigation
6.1 Introduction
The Coursework investigation component is worth 40 per cent of the total marks and is directed towards
the contents of Unit 6.
The investigation offers candidates the opportunity to apply their knowledge and skills in the detailed study
of a particular aspect of the travel and tourism industry. If possible, this should be in the local area, as it is
usually an easier practical proposition, but for many centres travelling a certain distance may be involved.
A list of suggested titles is provided in section 6.2 below. It is expected that all candidates at a centre will
work on a common title, as this will enable the collection of larger samples of evidence, but each candidate
should conduct a short, individual investigation within the broader main topic.
Candidates will need to have a good basic knowledge of Unit 6 before starting their investigation.
Teacher involvement
The investigation is intended to be the candidate’s own individual work, but many will require assistance due
to inexperience. Teachers are expected to give assistance and guidance at all stages, through discussion
and supervision. The candidate should not at any stage be left wondering what to do next. The amount of
guidance required by a candidate should be taken into account when marks are awarded for observation and
collection of evidence (Assessment Objective AO2A).
Many candidates will require close supervision in the organisation of the writing of their report, so that it is
completed within the set time limits. Teachers will be able to assist candidates in the following ways:
• preparing candidates to undertake their investigation
• guiding candidates in the choice of topics for individual study
• ensuring that candidates are fully aware of what is expected of them in the collection of evidence,
presentation of their findings and overall writing of the report
• discussing any difficulties and problems that arise when conducting the investigation and writing
reports.
Any written material prepared by staff and given to all candidates must be included in the final submitted
report.
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Syllabus content
It is advisable to have several aims, each of which is connected to a chosen method of collecting evidence.
The title for the investigation needs to be carefully selected by the teacher, taking into consideration such
factors as the general level of ability of the candidates, so that each one maximises his or her potential, and
practical considerations such as:
• the number of visits that will be required for collecting evidence
• how familiar staff are with the chosen area, to simplify planning the investigation
• the range of possibilities for collecting a variety of primary evidence
• the amount of available secondary information about the area for the candidates to use.
Suggested titles
• To what extent have increased marketing and promotion influenced the recent development of X as a
tourist destination?
• What are the main methods used in the marketing and promotion of the tourist industry/attraction/
facilities at X?
• Which visitor information services are most responsible for the marketing and/or promotion of a
particular tourist destination, the one at X or the one at Y?
• What are some of the main methods of marketing and promotion used by the tourist information
centres at X and Y?
• Which methods of marketing and promotion are considered to be most successful by the tourist at a
particular location?
• In what ways does the marketing and promotion of leisure tourism differ from that of business tourism?
• A comparison of the tourist products and services available at X and Y.
• A comparison of the effectiveness of a selected range of methods of promoting the tourism product at
tourist location X.
• A comparison of the types of marketing and/or promotional activities/methods of a local visitor
information service provider.
• A comparison of the marketing and promotion of leisure and business tourism in a tourist location.
• A study of the importance of marketing and/or promotion in the increase in business tourism
at location X.
• A comparison of the marketing and promotion of two different attractions within a tourist location.
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Syllabus content
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Syllabus content
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Assessment of coursework
7. Assessment of coursework
Total marks 60
The Coursework component represents 40 per cent of the total marks for the course.
Candidates’ marks for Paper 3 Coursework Investigation must be recorded on the Individual Candidate
Record Card produced by Cambridge International. These forms, and the instructions for completing them,
may be downloaded from www.cambridgeinternational.org/samples. The database will ask you for the
syllabus code (i.e. 0471) and your centre number, after which it will take you to the correct forms. Follow
the instructions when completing each form.
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Assessment of coursework
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Assessment of coursework
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Assessment of coursework
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Assessment of coursework
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Assessment of coursework
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Assessment of coursework
7.2 Moderation
Internal moderation
When several teachers in a centre are involved in internal assessments, arrangements must be made within
the centre for all candidates to be assessed to a common standard. It is essential that the marks assigned
within different teaching groups (e.g. different classes) are moderated internally for the whole centre entry
to ensure a common standard. The centre assessments will then be subject to external moderation.
The internally moderated marks for all candidates must be recorded on the Coursework Assessment
Summary. This form, and the instructions for completing it, may be downloaded from
www.cambridgeinternational.org/samples. The database will ask you for the syllabus code (i.e. 0471)
and your centre number, after which it will take you to the correct form. Follow the instructions when
completing the form.
External moderation
External moderation of internal assessment is carried out by Cambridge International.
• Centres must submit the internally assessed marks of all candidates to Cambridge International.
• Centres must also submit the internally assessed work of a sample of candidates to Cambridge
International. The Cambridge Handbook, available on our website, provides details of which candidates
are to be included in the sample.
The deadlines and methods for submitting internally assessed marks and work are in the Cambridge
Handbook available on our website.
Cambridge IGCSE Travel & Tourism 0471. Syllabus for examination in 2020, 2021 and 2022. 31
Other information
8. Other information
The standard assessment arrangements may present unnecessary barriers for candidates with disabilities
or learning difficulties. Arrangements can be put in place for these candidates to enable them to access the
assessments and receive recognition of their attainment. Access arrangements will not be agreed if they
give candidates an unfair advantage over others or if they compromise the standards being assessed.
Candidates who are unable to access the assessment of any component may be eligible to receive an
award based on the parts of the assessment they have taken.
Information on access arrangements is found in the Cambridge Handbook which can be downloaded from
the website www.cambridgeinternational.org/examsofficers
Language
This syllabus and the associated assessment materials are available in English only.
Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as
‘administrative zones’. We allocate all Cambridge schools to one administrative zone determined by their
location. Each zone has a specific timetable. Some of our syllabuses offer candidates different assessment
options. An entry option code is used to identify the components the candidate will take relevant to the
administrative zone and the available assessment options.
32 Cambridge IGCSE Travel & Tourism 0471. Syllabus for examination in 2020, 2021 and 2022.
Cambridge Assessment International Education
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