Unit 18 UK Rural Tourism (M/507/2671) Assignment Brief 2026

Unit 18 UK Rural Tourism Assignment Brief

Unit Aim

In this unit the learner will understand UK rural tourism and different factors involved. The learner will select a destination and research it.

Learning Outcomes and Assessment Criteria

LO1 – Understand aspects of UK rural tourism

The learner must know about:

• coastal, countryside, farm, heritage tourism
• the location of rural tourism destinations
• different types of visitors and their needs
• key organisations responsible for the management of rural areas

Grading descriptors:

Pass: Correctly applies some technical terms about rural tourism.
Uses information about rural tourism found in at least 2 sources and communicates it, mostly accurately, in own words.

Merit: Understands aspects of rural tourism and correctly applies a range of technical terms. Locates areas of rural tourism using information found in different formats from at least 2 sources and communicates it, mostly accurately, in own words.

Distinction: Understands aspects of rural tourism and consistently and correctly applies a broad range of technical terms. Locates areas of rural tourism using information found in different formats and from different types from at least 2 sources and accurately communicates the information in own words.

Assessment guidance:

Learners should provide definitions of the types of rural destinations and include examples of different types of rural destinations and the activities available at different areas, such as spotting wildlife, rambling, pot-holing and so on.

Map(s) (UK) showing at least 3 rural tourism destinations should also be included. The map should be blank and the learner would identify the areas and locations.

Visitor types may include rest and relaxation/activity/special interest, including business people, group activity, and needs may range from transport, accommodation, accessibility, facilities, communication, seasonality, entertainment, sight-seeing and guiding services.

The key organisations responsible for the management of rural areas would include National Trust, Forestry Commission, National Parks, AONB, local council, rescue services.

Identification of organisations should also include their key responsibilities, mission statements, roles, members, public/private/voluntary.

Evidence of research should be recorded, for example, details of internet searches, list of books or atlases used and other sources such as a record of conversation or interview.

LO2 – Research a local rural tourism destination

The learner must demonstrate:

• the location has been identified
• list of attractions
• transport links
• seasonality
• the appeal of the area(s)
• types of visitors
• types of accommodation.

Grading descriptors:

Pass: Understands aspects of rural tourism and correctly applies some technical terms. Uses information found in at least 2 sources and communicates it, mostly accurately, in own words.

Merit: Understands aspects of rural tourism and correctly applies a range of technical terms. Locates areas of coastal tourism using information found in different formats from at least 2 sources and communicates it, mostly accurately, in own words.

Distinction: Understands aspects of rural tourism and consistently and correctly applies a broad range of technical terms. Locates areas of coastal tourism using information found in different formats and of different types from at least 2 sources and accurately communicates the information in own

Assessment guidance:

The learner should produce a presentation, marketing materials (for example adverts, brochures) or web pages which focus upon a specific rural tourism destination. They should explain the types of visitors it might appeal to and why. Available accommodation should be described, together with any specific activities and attractions to be found in the resort. If the destination is particularly affected by seasonality, reasons should be provided for this. The work should also include a location map and directions for travellers by rail, road or other forms of transport.

If the learner works in a group, they need to record their roles, responsibilities and tasks and a tutor observation record may be used.

Evidence of research should be recorded, for example, details of internet searches, list of books or atlases used and other sources such as a record of conversation or interview.

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