Chapter 01
1. What should students be able to do?
Start with an outcome you can recognise: take part in a short conversation, explain an observation, or reflect on a new experience. A clear goal makes it easier to choose what the group wants from its time in Ireland.
Chapter 02
2. Which parts of the trip support that goal?
Separate the learning focus from the travel logistics. List the English practice, cultural experiences and group priorities you want to explore, then ask which programme details can be confirmed for your centre and dates.
SEDA Summer’s published junior information lists 15 hours of English lessons a week, for ages 11–17, with a maximum of 16 students per class. Confirm the schedule and programme arrangements for the option you are considering.
Chapter 03
3. What is fixed—and what can move?
- School calendar and possible travel window
- Student ages and estimated group size
- Preferred centre, or cities the school is comparing
- Learning aims and any subject interests
- Questions about meals, accommodation or access needs
Chapter 04
4. What should students notice during the trip?
Give students one simple observation prompt before they travel. They might note a new word, a difference they noticed, or a moment when they used English to communicate. Keep the prompt open enough to work across the confirmed programme.
Chapter 05
5. How will the group reflect afterwards?
A short follow-up can help students connect the experience to the original goal. Ask what they tried, what surprised them and what they would like to learn next.
When you request a group quote, send the goal alongside ages, dates, expected numbers and preferred centre. The team can then respond to the brief rather than guess what matters to the school.
