TP-Issue14.5 | 73 As pupils build your itinerary, they should use a sheet to record their planned trip, including the cost of each experience and the rationale behind their choices. They will be able to share this in their ‘pitch’ at the end, in role as travel agents. 3 | MAKING A BOOKING Now pupils have gathered their various recommendations and prices, ask them to assimilate their findings, ready to report back to their client. What are their top three recommendations and why? How do their choices meet your brief? It’s now time to bring the class back together so each group can pitch their holiday proposal to you. Are there common recommendations the class agree on – the ‘must-dos’ in your locality? Adam Jevons-Newman is KS2 and curriculum leader at Farmilo Primary School and Nursery in Nottinghamshire. “By modelling your own reasoning and process, pupils can understand how to research” l Extend the mathematical components of the lesson by challenging pupils to price the holiday to a budget. Explore the variables of flying on different days or changing the hotel requirements. This could be a good chance to look at percentages. l Use a photo montage app or equivalent to create a travel guide video for your chosen location. Pupils can narrate images of attractions and hotels with their rationale for choosing it. l Write a letter persuading your headteacher to consider allowing you to go on a school trip to your chosen destination. Pupils must extol the educational benefits of the holiday. l Create your own class version of TripAdvisor using Google Sites or equivalent. Embed your travel guide video into this. EXTENDING THE LESSON l What are the must-do things in this location? l How does this attraction or activity link to the place we’re visiting? l If I could only do one thing you suggest, which would you insist on, and why? USEFUL QUESTIONS Emphasise that you are interested in authentic local history and tourism and model the reasoning and research you want pupils to apply. On this basis, pupils can develop their own appreciation for the place you are studying and begin to make their own decisions, reflecting their own understanding of the place. As pupils research, navigate around the groups. While chilren may need support with the research itself, try to focus on questioning their reasoning. Why have they selected a particular attraction? How does it help them to really experience and understand your locality of choice? What have people said about it from the TripAdvisor reviews? Do pupils think you, as the client, will enjoy it? How does it help us to get a better understanding of the place we’re studying? By modelling your own reasoning and process, pupils can understand how to research. For example, say, “I really want to see what Oaxaca has to offer, Y6. What sort of things should I be choosing?”. Free online resources Download a pupil worksheet to help you deliver this lesson from teachwire. net/teaching-resources/ travel-itinerary