9395_s24_ms_11

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

Paper 1 Themes and Concepts May/June 2024
MARK SCHEME
Maximum Mark: 100
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 2024 series for most
Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some
Cambridge O Level components.
This document consists of 17 printed pages.
© Cambridge University Press & Assessment 2024 [Turn over

9395/11 Cambridge International AS & A Level – Mark Scheme May/June 2024
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
descriptions 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.
© Cambridge University Press & Assessment 2024 Page 2 of 17

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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 Calculation questions:
 The mark scheme will show the steps in the most likely correct method(s), the mark for
each step, the correct answer(s) and the mark for each answer
 If working/explanation is considered essential for full credit, this will be indicated in the
question paper and in the mark scheme. In all other instances, the correct answer to a
calculation should be given full credit, even if no supporting working is shown.
 Where the candidate uses a valid method which is not covered by the mark scheme,
award equivalent marks for reaching equivalent stages.
 Where an answer makes use of a candidate’s own incorrect figure from previous working,
the ‘own figure rule’ applies: full marks will be given if a correct and complete method is
used. Further guidance will be included in the mark scheme where necessary and any
exceptions to this general principle will be noted.

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4 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.

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Assessment objectives
AO1 Knowledge and understanding

Demonstrate knowledge and understanding of facts, terms and concepts of travel and tourism.
AO2 Application
Apply knowledge and understanding of facts, terms and concepts to familiar and unfamiliar contexts
in travel and tourism.
AO3 Analysis
Analyse travel and tourism issues, showing an understanding of the possible impacts of those issues
on travel and tourism, and use appropriate research techniques.
AO4 Evaluation
Evaluate information to develop arguments, understand implications, draw inferences and make
judgements, recommendations and decisions.
Tables A–D will be used for specific questions. Please refer to the question for which tables should be
used when appropriate.

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Table A
Level AO1 AO3 AO4

Knowledge and Analysis and research Evaluation
understanding 2 marks 2 marks
2 marks
Description Description Description
2 2 marks 2 marks 2 marks

The response contains There is some consideration The response contains a
several explained valid of the significance of the reasoned conclusion or
points. points mentioned. recommendation.
OR
The arguments for and
against the points mentioned
are given.
1 1 mark 1 mark 1 mark

The response is likely to be a The response gives some The response contains a
list of valid points with little or consideration to the conclusion or
no explanation. significance of at least one recommendation, but no
point. reasoning is given.
OR
The arguments for or against
at least one of the valid
points are given.

No creditable response. No creditable response. No creditable response.

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Table B
Level AO2 AO3 AO4

Application Analysis and research Evaluation
2 marks 2 marks 2 marks

The response includes an There is some consideration The response contains a
explanation of why the points of the significance of the valid reasoned conclusion or
mentioned are points mentioned. recommendation.
relevant/suitable to the OR
context of the question. The arguments for and
against the valid points
mentioned are given.

At least one point has an The response gives some The response contains a
explanation of why it is consideration to the conclusion or
relevant/suitable to the significance of at least one recommendation, but no
context of the question. valid point. reasoning is given.
OR
points are given.


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Table C
Level AO1 AO3 AO4

Knowledge and Analysis and research Evaluation
understanding 3 marks 3 marks
3 marks

The response contains a The response is well- The response contains a
range of explained valid balanced and considers the well-supported and reasoned
points. significance of each of the conclusion or
valid points mentioned. recommendation.
AND/OR
against each valid point

The response contains some The response gives some The response contains a
explained valid points. consideration of the conclusion or
significance of some of the recommendation with some
valid points mentioned. reasoning given.
OR
against most of the valid
points mentioned are given.

The response is likely to be a The response gives some The response contains a
list of valid points with little or consideration to the conclusion or
no explanation. significance of at least one recommendation, but no
valid point. supporting evidence or
OR reasoning is given.
points are given.


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Table D
Level AO2 Application AO3 Analysis and research AO4 Evaluation

3 marks 3 marks 3 marks

The response includes an The response is well- The response contains a
explanation of why each of balanced and considers well-supported and reasoned
the points mentioned are significance of each of the conclusion or
relevant/suitable to the valid points mentioned. recommendation.
context of the question. AND/OR
against each valid point

The response includes an The response gives some The response contains a
explanation of why some of consideration of the conclusion or
the points mentioned are significance of some of the recommendation with some
relevant/suitable to the valid points mentioned. reasoning given.
context of the question. OR
against some of the valid
points mentioned are given.

At least one point has an The response gives some The response contains a
explanation of why it is consideration of the conclusion or
relevant/suitable to the significance of at least one recommendation, but no
context of the question. valid point. supporting evidence or
OR reasoning is given.
points are given.

No creditable response No creditable response No creditable response

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Question Answer Marks
1(a)(i) Define the term ‘specialised tourism’. 1
Award one mark for a correct definition. Responses should indicate

information along the following:
This is tourism geared towards a specific interest/experience/event/activity.
Accept any other reasonable response.
1(a)(ii) Suggest three different types of specialised tourism found in Dubai. 3
The insert provides information about the different types of specialised

tourism possible in Dubai.
All of the following are possible, award one mark per correct identification:
 Sports tourism/golf/rugby/horse racing/powerboat racing

 Cultural tourism
 Architectural tourism
 Shopping tourism
 Environmental/responsible/sustainable tourism
Accept any other reasonable response that can be found in Dubai.
1(b) Explain three ways organisations may implement sustainable tourism 6

strategies.
Award one mark for identification of a suitable method and the second mark
for the explanation.
 Use of renewable energy sources (1) will minimise the impact upon the
local area, carbon footprints may be reduced. (1)
 Use of local building materials (1) will make the buildings of the
organisation blend into the local environment. (1)
 Local labour supply used (1) will improve the reputation of the
organisation and improve the economy of the locality. (1)
 Recycling of materials used within the organisation (1) such as water will
preserve local supplies. (1)
 Environment protection (1) through use of barriers/signs/designated
viewing areas/designated paths/restricted paths. (1)
 Educate tourists (1) on how to behave responsibly. (1)

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1(c) Discuss how destinations may assist visitors with language and cultural 6
differences.
Use Table A to mark candidate responses to this question.

AO1 – out of 2 marks
Indicative content:
AO1 Knowledge
 Tourist information centres
 Translators/staff who speak more than one language
 Guides and information sheets provided in a number of languages
 Signposts and signage
AO3 Analysis
 TIC’s have assistants who speak a variety of languages so they can
communicate with visitors who speak different languages.
 Signs will use pictures and symbols rather than words.
 May encourage multinational companies to locate there as visitors will be
familiar with the services etc. provided.
 Training may be provided for tourism providers so that they are confident
in dealing with international visitors.
 Have tours etc. on social media that can be accessed prior to visiting.
AO4 Evaluation
 May find a summary comment about something of overall significance.

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1(d) Discuss how positive attitudes to sustainable tourism may be 9

encouraged in local people and authorities.
Use Table D to mark candidate responses to this question.

Indicative content:
AO2 Application
 Training/education would be given to local people
 Local people also need to see the value of sustainable tourism
 Grants/investment opportunities may be available from local authorities
 Sustainable infrastructure developments may be put in by local
authorities such as rail/trams
AO3 Analysis
 Training will make local people familiar with the concept of sustainable
tourism and how it can be achieved.
 If local people see the value of sustainable tourism they will maintain this
process.
 Grants help this process if directed towards local businesses.
 Tourists who visit the area/destination should also be sympathetic to
sustainable tourism and so the providers should also be able to
instruct/educate visitors making their visits sympathetic.
 Local providers should use recycling/protection etc. within their
businesses, for example recycling water, switching off electricity, water
conservation methods, use of local building materials.
AO4 Evaluation
 Awards may be given to those who adopt sustainable practices. Providing
rewards may develop competitiveness which may encourage more to
adopt such means.
 Link to preservation of culture and crafts.
 Some overall evaluative comments would be likely.

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2(a) Explain the most appropriate form of transport for the following tourist 4
types in Canada:
Award one mark for identifying the transport method and the second for the
explanation.
an educational group aged 16-18

 Coach travel (1) as this is cheaper and also provides easy access
between the main centres. (1)
 Air travel (1) as cheap flights may be available. (1)
 Rail travel (1) allow them to accommodate large numbers. (1)
an elderly couple visiting relatives in a city

 Rail travel (1) as they will have space to relax and be able to move
around. (1)
 Air Travel (1) as flights are quick, frequent and relatively cheap. (1)
2(b) Explain three reasons why rail transport would appeal to international 6
visitors to Canada.
Award one mark for the reason given and the second for the accompanying
explanation.
 Rail travel is relaxing (1) travellers can move around the train and get
drinks/food. (1)
 Luggage restrictions are not as stringent as on other forms of transport
(1) so travellers can take more with them. (1)
 Train stations are in central locations (1) so it is easier to get to city centre
locations. (1)
 Trains tend to take scenic routes (1) which will allow tourists to see more
of the country. (1)
 Overnight accommodation is available (1) so international tourists can
travel long distances comfortably and see more of Canada. (1)

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2(c) Explain two benefits to transport operators of being more sustainable. 6
Award one mark for the benefit to the transport operator and up to two further
marks for the explanation.
 Development of more fuel-efficient engines (1) which would reduce

expensive fossil fuel consumption (1) which would be cheaper for the
operator/which would attract more business from responsible tourists. (1)
 Allows the use of a greater variety of transport types (1) meaning that
there are opportunities for new firms (1) who would take a share of the
market. (1)
 Savings can be made (1) if renewable sources are used (1) then
eventually the running costs will be less. (1)
 More customers want to use sustainable transport (1) and don’t want to
harm the environment (1) the growth of ecotourism/responsible tourism
means more customers for those operators who are sustainable. (1)

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2(d) Assess the benefits of social media for rail operators such as the Rocky 9
Mountaineer.
Use Table D to mark candidate responses to this question.

Indicative content:
AO2 Application
 Responses need to detail the uses that can be made of social media for
rail operators.
 Information/brochures about rail services/products etc. can be
downloaded.
 Reviews of previous trips can be read and opinions noted.
 Bookings can be made easily.
 Contact can be made with organisers etc.
 Photos can be displayed.
AO3 Analysis
 Sharing photos/brochures easily may increase business/appeal.
 Info can be accessed anywhere in the world and at any time broadening
the customer base.
 Reviews of trips can be posted by the rail operator and those who take
part in it.
 It is free publicity.
 Intangibility can be overcome by use of social media
AO4 Evaluation
 Ability to respond to complaints quickly.
 Advertising can be aimed at specific markets.
 Advertising is cheaper.
 Can contact tourists easily and quickly.
 Higher mark responses should contain some assessment of the value –
some conclusion as to whether social media is valuable or not.
3(a)(i) State two ways governments limit tourist numbers. 2
Award one mark per identification.
 Introduce visitor quotas

 Deny new applications for/closure of tourist facilities such as
accommodation/attractions as this will mean less capacity at destinations
 Visas
 Entry requirements such as vaccinations or health tests

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3(a)(ii) Explain how high crime rates may cause a decline in tourism in a 2
destination.
Award one mark for the method and the second for the explanation.
 Lack of security (1) so tourists are scared of visiting the country. (1)
 Fear of attack (1) as there seems to be no secure law enforcement. (1)
3(b) Explain three economic changes that may result from limiting the 6
number of tourists to a destination.
Award one mark for the identification of the economic change and the
second for the explanation of the change.
 Reduction in foreign currency (1) which means there is less investment

within the economy. (1)
 Fewer visitors provide less income for tourism businesses (1) and
therefore there may be fewer jobs available. (1)
 Less money in the economy (1) so there may be less money to spend on
infrastructure development. (1)
 Firms go out of business (1) which means fewer jobs and less money in
local areas/local people may migrate to other areas. (1)
3(c) Explain two positive impacts of biometrics on border controls. 6
Award one mark for the impact identified and up to two further marks for the
explanation.
 The process of entering/leaving the country is faster (1) this is because

the passport can be scanned (1) and all information is instantly available
to the passport control. (1)
 Easy to see the person is who they say they are (1) scans will show any
issues (1) and anyone trying to enter illegally will be spotted. (1)
 Makes the border guards job easier (1) they will be able to work faster
and more efficiently (1) meaning that the people they are dealing with will
be happier too. (1)
 Security for the country is better (1) as all the information about the
person trying to enter the country is contained on a microchip (1)
mistakes will not be very likely. (1)

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3(d) Discuss the impact of the growth of health awareness on destinations. 9
Use Table C to mark candidate responses to this question.

Indicative content:
AO1 knowledge
 Spread of illness could prevent people travelling.
 Strains may be placed upon local health services which may put more
people off visiting.
 The reputation of the destination will be affected if people think it is
unclean.
 People are concerned about their health and will look for medical tourism
destinations.
 More emphasis on well-being resorts to cater for anti-stress etc.
 Occasional poor medical treatments/beauty enhancements etc. may
cause a drop in the type of tourism in a destination.
AO3 Analysis
 Spread of illness may mean that numbers will drop from both domestic
and overseas areas.
 The drop in numbers will impact on businesses, people may be laid off or
put out of a job.
 Tourism businesses such as restaurants, hotels and attractions will suffer
more than others.
 Social media impacts/influence of stars/famous faces.
 People’s lifestyles may increase the need for wellness resorts.
AO4 Evaluation
 The destination may take some time to recover from bad press.
 Alternatively, if the destination has a reputation as a medical tourism
destination then the opposite will occur and numbers increase which will
impact positively on the local economy. Jobs will be created and better
infrastructure will result.
 May concentrate on positive or negative – high mark responses should
have a balanced point of view.

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Cambridge International AS & A Level

TRAVEL & TOURISM 9395/11

This document consists of 17 printed pages.

© Cambridge University Press & Assessment 2024 [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:

© Cambridge University Press & Assessment 2024 Page 2 of 17

Social Science-Specific Marking Principles

1 Components using point-based marking:

From this it follows that we:

2 Presentation of mark scheme:

© Cambridge University Press & Assessment 2024 Page 3 of 17

© Cambridge University Press & Assessment 2024 Page 4 of 17

AO1 Knowledge and understanding

© Cambridge University Press & Assessment 2024 Page 5 of 17

Level AO1 AO3 AO4

Description Description Description

2 2 marks 2 marks 2 marks

1 1 mark 1 mark 1 mark

0 0 marks 0 marks 0 marks

© Cambridge University Press & Assessment 2024 Page 6 of 17

Level AO2 AO3 AO4

Description Description Description

2 2 marks 2 marks 2 marks

1 1 mark 1 mark 1 mark

0 0 marks 0 marks 0 marks

© Cambridge University Press & Assessment 2024 Page 7 of 17

Level AO1 AO3 AO4

Description Description Description

3 3 marks 3 marks 3 marks

2 2 marks 2 marks 2 marks

1 1 mark 1 mark 1 mark

0 0 marks 0 marks 0 marks

© Cambridge University Press & Assessment 2024 Page 8 of 17

Level AO2 Application AO3 Analysis and research AO4 Evaluation

Description Description Description

3 3 marks 3 marks 3 marks

2 2 marks 2 marks 2 marks

1 1 mark 1 mark 1 mark

0 0 marks 0 marks 0 marks

© Cambridge University Press & Assessment 2024 Page 9 of 17

Question Answer Marks

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

Award one mark for a correct definition. Responses should indicate

This is tourism geared towards a specific interest/experience/event/activity.

Accept any other reasonable response.

1(a)(ii) Suggest three different types of specialised tourism found in Dubai. 3

The insert provides information about the different types of specialised

 Sports tourism/golf/rugby/horse racing/powerboat racing

Accept any other reasonable response that can be found in Dubai.

1(b) Explain three ways organisations may implement sustainable tourism 6

Accept any other reasonable response.

© Cambridge University Press & Assessment 2024 Page 10 of 17