Cambridge International AS & A Level: Travel and Tourism 9395/11 May/June 2021

Cambridge International AS & A Level
TRAVEL AND TOURISM 9395/11

Paper 1 The Industry May/June 2021
MARK SCHEME
Maximum Mark: 50
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the May/June 2021 series for most Cambridge
IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.
This document consists of 12 printed pages.
© UCLES 2021 [Turn over

9395/11 Cambridge International AS & A Level – Mark Scheme May/June 2021
PUBLISHED
Generic Marking Principles
These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level descriptors
for a question. Each question paper and mark scheme will also comply with these marking principles.
GENERIC MARKING PRINCIPLE 1:
Marks must be awarded in line with:
• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
Marks must be awarded positively:
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.
Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.
Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.
© UCLES 2021 Page 2 of 12

PUBLISHED
Social Science-Specific Marking Principles

(for point-based marking)
1 Components using point-based marking:
• Point marking is often used to reward knowledge, understanding and application of skills. We
give credit where the candidate’s answer shows relevant knowledge, understanding and
application of skills in answering the question. We do not give credit where the answer shows
confusion.
From this it follows that we:
(a) DO credit answers which are worded differently from the mark scheme if they clearly
convey the same meaning (unless the mark scheme requires a specific term)
(b) DO credit alternative answers/examples which are not written in the mark scheme if they
are correct
(c) DO credit answers where candidates give more than one correct answer in one
prompt/numbered/scaffolded space where extended writing is required rather than list-type
answers. For example, questions that require n reasons (e.g. State two reasons …).
(d) DO NOT credit answers simply for using a ‘key term’ unless that is all that is required.
(Check for evidence it is understood and not used wrongly.)
(e) DO NOT credit answers which are obviously self-contradicting or trying to cover all
possibilities
(f) DO NOT give further credit for what is effectively repetition of a correct point already
credited unless the language itself is being tested. This applies equally to ‘mirror
statements’ (i.e. polluted/not polluted).
(g) DO NOT require spellings to be correct, unless this is part of the test. However spellings of
syllabus terms must allow for clear and unambiguous separation from other syllabus terms
with which they may be confused (e.g. Corrasion/Corrosion)
2 Presentation of mark scheme:
• Slashes (/) or the word ‘or’ separate alternative ways of making the same point.
• Semi colons (;) bullet points (•) or figures in brackets (1) separate different points.
• Content in the answer column in brackets is for examiner information/context to clarify the
marking but is not required to earn the mark (except Accounting syllabuses where they indicate
negative numbers).
3 Annotation:
• For point marking, ticks can be used to indicate correct answers and crosses can be used to
indicate wrong answers. There is no direct relationship between ticks and marks. Ticks have no
defined meaning for levels of response marking.
• For levels of response marking, the level awarded should be annotated on the script.
• Other annotations will be used by examiners as agreed during standardisation, and the
meaning will be understood by all examiners who marked that paper.

PUBLISHED
Question Answer Marks
1(ai) Define the term ‘perishability’. 1
Award one mark for a correct definition.
Perishability – there is an end point beyond which the service/product

cannot be accessed. It cannot be stored for use in the future.
1(aii) Give one example of a perishable travel and tourism product. 1
Award one mark for identification of a correct example.
• An airline booking
• A hotel reservation
• A package holiday
Accept any other reasonable answer.
1(aii) State two ways perishability can be overcome by travel and tourism 2
organisations.
Award one mark for each of two ways.
• Special offers to encourage sales

• Careful marketing
• Use of computerised booking systems to track/forecast
1(b) Explain three ways mobile technology can benefit tour operators. 6
Award one mark for identifying a method and the second for the
explanation.
• Brochures can be made available online (1) saving printing costs (1)
• Instant/ease of contact with customers (1) to resolve issues and prevent
reputations being affected (1)
• Internet use (1) is cheaper and cuts costs which can increase profits (1)
• 24-hour access (1) for both tour operators and customers allows sale
potentials to be maximised (1)

PUBLISHED
1(c) Explain two advantages for elderly customers of using a tour operator. 6
Award for one mark for the initial advantage described and up to a further
two marks for explanation of each.
• It makes older customers feel more secure (1) as they know that all
their needs will be dealt with (1) and they will not need to make an direct
bookings themselves (1)
• Customers will have someone to talk to (1) who they can ask questions
about where they are going (1) or get advice about what to take (1)
• Tour operators can provide tour guides/reps(1) which makes elderly
customers feel more at ease (1) they know any issues will be sorted out for
them (1)
1(d) Discuss which customer feedback methods are suitable for use by a 9
tour operator.
Indicative content:
Informal chats when customers make enquiries about the
holidays/accommodation and other products and services provided by tour
operators.
Use of social media platforms – tour operators and customers can see what
comments have been left about previous experiences. Tour operators are
also able to respond to comments quickly which may help prevent negative
publicity.
Suggestion boxes comments can be anonymous which gives customers
greater freedom sometimes in expressing their opinions, it is also a quick,
cheap method of obtaining feedback
Surveys – online/telephone/written. These can be more time consuming but
can be useful if targeting a specific group of customers or for a specific
reason for example finding out if the experience on a package holiday was
satisfactory
Customer comment cards. Can be given on the flight home after the holiday.
Cheap to produce/can be completed quickly/groups can be selected easily
but customers won’t always complete them.
Market research can be used as customer feedback after introducing new
destinations/products or services.
Mystery shoppers. Most objective method to use but will also be the most
expensive.
Focus groups are usually used for looking at a particular aspect of customer
service which may be causing an issue for example they may look at the
tours offered in a destination
Observation of customers. Very easy to do and usually is done all the time
as employees can casually interact or observe responses to situations etc.
Mark according to the levels of response criteria below.

PUBLISHED
1(d) Level 3 (7–9 marks)

Candidates will show a clear understanding of the question and include
detailed identification and discussion of the feedback methods used by a
tour operator. Candidates effectively discuss a range of methods and clearly
attempt to weigh up the significance of each. Candidates may make
observations about which is the best method. Analytical language will be
used. There is sound and frequent evidence of thorough, detailed and
accurate knowledge and understanding of concepts and principles using
appropriate terminology.
Level 2 (4–6 marks)

Candidates will show an understanding of the question and include
explanations of a number of valid methods of customer feedback used by a
tour operator. There may be some attempt to discuss and some analytical
language may be used. The answer is relevant and accurate and shows
reasonable knowledge and understanding of concepts and principles with
some use of appropriate terminology.

Candidates identify/describe some methods of customer feedback used by
a tour operator. Information may be a list of points but explanations are
incomplete and arguments partial (if present). The explanations lack
coherent organisation and there is no attempt to discuss. The answer is
basic and shows limited knowledge and understanding of concepts and
principles with limited use of appropriate terminology.
Level 0 (0 marks)
No content worthy of credit.
2(a)(i) Define the term ‘sports tourism’. 1
It is a form of specialised tourism concerned with either taking part in or

going to watch sporting events.
2(a)(ii) Give three examples of sports tourism. 3
Award one mark for each correct example.
• Going to a sporting event, e.g. Olympics, Hong Kong Rugby 7s, etc.
• Taking part in a tour with a sports team
• Going to watch a sports event e.g. golf tournament or cricket match
• Accompanying a team as a coach
• Watching a child take part in a tournament
• Skiing holidays

PUBLISHED
2(b) Explain three social factors that may encourage the development of 6
sports tourism.
Award one mark for identifying the social factor and the second for the
accompanying explanation.
• Hours worked are not as long (1) this provides time to take part in
sports activities (1)
• People have more paid holidays (1) and this provides the opportunity to
travel and take part in or view events (1)
• There is more concern over health (1) so people will take part in more
sporting activities (1)
• People live longer and retire earlier (1) and have time for hobbies and
like to keep active (1)
2(c) Explain why changes in currency exchange rates may affect visitor 6
numbers to a destination.
Indicative content:
Increase in value will make the currency more expensive and this may
cause visitor numbers to decrease and for tourists to try other destinations.
If currencies decrease in value then it is possible to buy more of a currency
and the visit gives better value to foreign tourists and therefore visitor
numbers may increase. If this occurs then more foreign exchange will be
brought into a country.

Candidates will show a clear understanding of the question and include a
detailed explanation of why changes in currency exchange rates may affect
tourism. Candidates effectively explain some reasons. There is sound and
frequent evidence of thorough, detailed and accurate knowledge and
understanding of concepts and principles using appropriate terminology.

Candidates will show an understanding of the question and include some
explanation of why changes in currency exchange rates may affect tourism.
The answer is relevant and accurate and shows reasonable knowledge and
understanding of concepts and principles with some use of appropriate
terminology.

Candidates identify/describe some possible ways currency exchange rates
may affect tourism. Information may be a list of points. The answer lacks
coherent organisation and there is little or no attempt to explain. The answer
is basic and shows limited knowledge and understanding of concepts and
Level 0 (0 marks)

PUBLISHED
2(d) Discuss how the climate of a destination may appeal to different types 9
of visitors.
Indicative content:
Different types of tourists may require different climatic conditions in order to
have a good experience.
Climate requirements for a beach holiday will be very different to those who
are wanting a skiing trip.
Adventure tourists may not be so worried about climate for certain activities
– though snow and ice can make mountaineering difficult and insufficient
rainfall can have a bad impact on water sports.
There is less concern about climate amongst visitors to cities for cultural
activities as much of their time may be spent indoors with the same applying
to business tourists.
Older tourists may not want very hot or very cold temperatures as it may
make their trips uncomfortable.

detailed identification and discussion of the ways that climate appeals to
different types of visitors. Candidates effectively discuss a range of ways
and clearly attempt to weigh up the significance of each. Analytical language
will be used. There is sound and frequent evidence of thorough, detailed
and accurate knowledge and understanding of concepts and principles
using appropriate terminology.
Level 2 (4–6 Marks)

explanations of a number of valid ways that climate appeals to different
types of visitors. There may be some attempt to discuss and some analytical
language may be used. The answer is relevant and accurate and shows
reasonable knowledge and understanding of concepts and principles with
some use of appropriate terminology.
Level 1 (1–3 Marks)

Candidates identify/describe some ways that climate appeals to different
types of visitors. There is a range of points but explanations are incomplete
and arguments partial (if present). The explanations lack coherent
organisation and there is no attempt to discuss. The answer is basic and
shows limited knowledge and understanding of concepts and principles with
limited use of appropriate terminology.
Level 0 (0 marks)

PUBLISHED
3(a) Describe two ways airlines provide safety information for their external 4
customers.
Award one mark for the method identified and a second description.
• Safety cards (1) in the seat pockets detailing emergency procedures (1)
• Showing a video (1) of what should be done in an emergency (1)
• Cabin crew demonstrations (1) showing how to put on life vest etc. (1)
3(b) Suggest three types of training needed by airline staff. Give one 6
reason why each type of training is needed.
Award one mark for each type of training selected and the second for the
accompanying reason.
• Cabin crew need training in emergency procedures (1) then they will
know how to react if there is a problem (1)
• Cabin crew need training in dealing with awkward customers (1) so they
know how to deal with them/calm them down (1)
• Cabin crew need training in selling goods (1) so they can sell more to
increase airline profit (1)
• Cabin crew need first aid training (1) so they can deal with minor
medical emergencies onboard (1)
• Airline staff need training in the use of security procedures (1) to ensure
the safety/security of the plane/customers (1)
3(c) Explain two ways that the performance of airline staff can be 6
monitored.
Award one mark for the method and up to two further marks for the
explanation.
• Staff may be set targets by their supervisor or team leader (1) which will
measure how much progress they are making (1) and how effective they are
in their job (1)
• Staff could be sent on training courses (1) and the results of the course
may be used to determine their suitability for a task (1) or determine whether
they should be promoted (1)
• Meetings can be held (1) between airline staff and line managers to
discuss any problems (1) this may help situations and staff development (1)

PUBLISHED
3(d) Discuss the knowledge of procedures and routines that are likely to be 9
required by cabin crew.
Indicative content:
Cabin crew will need to be familiar with the security systems on the aircraft
so they can advise travellers.
Emergency procedures may have to be used in some circumstances.
Dealing with customers including those being awkward/abusive or behaving
inappropriately.
Medical problems may arise such as people being ill or having heart
attacks/panic attacks on the aircraft etc.
They will have to use a range of currencies when selling items on board.
They will have to be familiar with serving food and drinks.
They may have to sort out visas when doing chartered flights or flying to
holiday destinations.
Mark according to levels of response criteria below.

detailed identification and discussion of the routines and procedures used
by cabin crew. Candidates effectively discuss a range of procedures and
routines required and clearly attempt to weigh up the significance of each.
Analytical language will be used. There is sound and frequent evidence of
thorough, detailed and accurate knowledge and understanding of concepts
and principles using appropriate terminology.

explanations of a number of procedures and routines required by cabin
crew. There may be some attempt to discuss and some analytical language
may be used. The answer is relevant and accurate and shows reasonable
knowledge and understanding of concepts and principles with some use of

Candidates identify/describe some procedures and routines required by
cabin crew. Information may be a list of points but explanations are
incomplete and arguments partial (if present). The explanations lack
coherent organisation and there is no attempt to discuss. The answer is
basic and shows limited knowledge and understanding of concepts and
Level 0 (0 marks)

PUBLISHED
4(a)(i) Define the term ‘ecotourism’. 1
Ecotourism can be defined as responsible travel to natural areas that

conserves the environment, sustains local people and involves interpretation
or education.
4(a)(ii) Identify three features of Costa Rica which make it a suitable 3

ecotourism destination.
Award one mark for each feature correctly identified.
• National parks / reserves and protected lands.

• A wide variety of wildlife and marine animals.
• Traditional accommodation.
• Natural rain forest.
• Sustainable experiences
4(b) Explain three threats posed by natural disasters to destinations such 6

as Costa Rica.
Award one mark for the threat and a second mark for explanation of each.
• Volcanoes may erupt (1) lava or ash could destroy the tourist areas (1)
• Rivers flooding (1) may wash away facilities (1)
• Forest fires (1) can destroy the environment/are very dangerous (1)
• Storms/tsunamis/hurricanes can take many days to pass (1) and cause
significant damage including loss of life so these will affect the length of the
tourism season. (1)
4(c) Explain two ways ecotourism may be regarded as sustainable. 6
Award one mark for each way and up to two further marks for explanation of
each.
• Use of traditional materials maintains supplies and skills (1) this

ensures that these traditions do not die out (1) as they will be continually
needed (1)
• Use of traditional accommodation gives personal attention which helps
educate visitors (1) about local crafts and foods (1) ensuring that these are
needed and developing an understanding for the future (1)
• Maintenance of reserves and national parks (1) ensures the
environment is looked after (1) which will keep their wildlife species safe for
the future (1)

PUBLISHED
4(d) Discuss the likely characteristics of coastal destinations which would 9

appeal to different types of visitors.
Indicative content:
Coasts will include built and natural environments.
Built environments could include resorts – both the hotel variety and the
seaside resort. Some discussions may suggest leisure tourists are the main
visitors who come to walk along the coast in the resort, swim in the sea etc.
Responses may also refer to adventure tourists or younger tourists who
come to coastal areas for sporting or exciting activities.
Cultural tourists may visit coastal towns and cities of significance –
examples may be used in responses.
Ecotourists may be mentioned as this is in the case study and there may be
discussion about the wildlife that may be found there.

detailed identification and discussion of the likely characteristics of coastal
destinations which would appeal to different types of visitors. Candidates
effectively discuss a range of factors and clearly attempt to weigh up the
significance of each. Analytical language will be used. There is sound and
frequent evidence of thorough, detailed and accurate knowledge and
understanding of concepts and principles using appropriate terminology.

explanations of a number of likely characteristics of coastal destinations
which would appeal to different types of visitors. There may be some
attempt to discuss and some analytical language may be used. The answer
is relevant and accurate and shows reasonable knowledge and
understanding of concepts and principles with some use of appropriate
terminology.

Candidates identify/describe some characteristics of coastal destinations.
Information may be a list of points but explanations are incomplete and
arguments partial (if present). The explanations lack coherent organisation
and there is no attempt to discuss. The answer is basic and shows limited
knowledge and understanding of concepts and principles with limited use of
Level 0 (0 marks)

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Cambridge International AS & A Level

TRAVEL AND TOURISM 9395/11

This document consists of 12 printed pages.

© UCLES 2021 [Turn over

Generic Marking Principles

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

GENERIC MARKING PRINCIPLE 2:

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

GENERIC MARKING PRINCIPLE 4:

GENERIC MARKING PRINCIPLE 5:

GENERIC MARKING PRINCIPLE 6:

© UCLES 2021 Page 2 of 12

Social Science-Specific Marking Principles

1 Components using point-based marking:

From this it follows that we:

2 Presentation of mark scheme:

© UCLES 2021 Page 3 of 12

Question Answer Marks

1(ai) Define the term ‘perishability’. 1

Award one mark for a correct definition.

Perishability – there is an end point beyond which the service/product

1(aii) Give one example of a perishable travel and tourism product. 1

Award one mark for identification of a correct example.

Accept any other reasonable answer.

Award one mark for each of two ways.

• Special offers to encourage sales

Accept any other reasonable answer.

Accept any other reasonable answer.

© UCLES 2021 Page 4 of 12

Question Answer Marks

Accept any other reasonable answer.

Mark according to the levels of response criteria below.

© UCLES 2021 Page 5 of 12

Question Answer Marks

1(d) Level 3 (7–9 marks)

Level 2 (4–6 marks)

Level 1 (1–3 marks)

Question Answer Marks

2(a)(i) Define the term ‘sports tourism’. 1

Award one mark for a correct definition.

It is a form of specialised tourism concerned with either taking part in or

2(a)(ii) Give three examples of sports tourism. 3

Award one mark for each correct example.

Accept any other reasonable answer.

© UCLES 2021 Page 6 of 12

Question Answer Marks

Accept any other reasonable answer.

Mark according to the levels of response criteria below.

Level 3 (5–6 marks)

Level 2 (3–4 marks)

Level 1 (1–2 marks)

© UCLES 2021 Page 7 of 12

Question Answer Marks

Mark according to the levels of response criteria below.

Level 3 (7–9 marks)

Level 2 (4–6 Marks)

Level 1 (1–3 Marks)